本文選題：教師中介作用 + 初中英語　； 參考：《重慶師范大學(xué)》2017年碩士論文

【摘要】：《義務(wù)教育英語課程標(biāo)準(zhǔn)》(教育部2011)指出,義務(wù)教育階段英語課程的總目標(biāo)是,學(xué)生通過英語學(xué)習(xí)形成初步的綜合語言運(yùn)用能力,提高學(xué)生綜合人文素養(yǎng)。閱讀教學(xué)是培養(yǎng)學(xué)生綜合語言運(yùn)用能力的重要手段,學(xué)生的閱讀認(rèn)知離不開教師的中介作用。因此,更好的了解初中英語教師在閱讀教學(xué)中發(fā)揮中介作用的認(rèn)知與實(shí)踐情況十分必要,不僅有利于學(xué)生的發(fā)展,還能促進(jìn)教師對中介理論的發(fā)揮。本文以費(fèi)厄斯坦中介理論的12個(gè)中介因素作為標(biāo)準(zhǔn),采用問卷調(diào)查、訪談和課堂觀察的方法調(diào)查研究教師在初中英語閱讀教學(xué)中教師中介作用的認(rèn)知與實(shí)踐情況以及探析影響二者關(guān)系的因素。力求幫助教師樹立中介者意識(shí),促使教師明確角色任務(wù),促進(jìn)學(xué)生自主能力培養(yǎng)。研究結(jié)果表明,初中英語教師充分肯定了教師中介作用在英語閱讀教學(xué)中的重要地位,并在具體英語閱讀教學(xué)中努力踐行,雖然12項(xiàng)中介因素中教師對中介作用的認(rèn)知與實(shí)踐部分存在差異,仍需在實(shí)踐中加強(qiáng),但在“教授學(xué)生有效學(xué)習(xí)策略”、“培養(yǎng)學(xué)生的自信心”、“告知學(xué)生閱讀活動(dòng)的重要性”以及“培養(yǎng)學(xué)生在閱讀活動(dòng)中開展合作學(xué)習(xí)”,這四項(xiàng)中介因素中,教師對中介作用認(rèn)知與實(shí)踐相符,得到了學(xué)生的支持和好評(píng),滿足了學(xué)生的學(xué)習(xí)需求和期望,很好地發(fā)揮了教師的中介作用�；谝陨习l(fā)現(xiàn),本研究提出以下建議,為了提高閱讀教學(xué)質(zhì)量和培養(yǎng)學(xué)生的閱讀能力應(yīng):(1)開展教師再教育學(xué)習(xí);(2)教師要做到在教育中一視同仁;(3)找出適合學(xué)生的教學(xué)方式;(4)注重語言知識(shí)的學(xué)習(xí),也要注重培養(yǎng)學(xué)生的學(xué)習(xí)能力,培養(yǎng)健全的人;(5)教師應(yīng)經(jīng)常對自己的教學(xué)理念與實(shí)踐進(jìn)行反思總結(jié);(6)教師應(yīng)當(dāng)加強(qiáng)對教材的分析與理解。
[Abstract]:The English Curriculum Standard for compulsory Education (Moe 2011) points out that the general goal of compulsory English curriculum is to improve students' comprehensive humanistic literacy through English learning. Reading teaching is an important means to cultivate students' comprehensive language ability. Students' reading cognition can not be separated from the intermediary role of teachers. Therefore, it is necessary to better understand the cognitive and practical situation in which junior middle school English teachers play an intermediary role in reading teaching, which is not only conducive to the development of students, but also can promote teachers to play the role of intermediary theory. Based on the standard of 12 intermediary factors in Feinstein's theory of intermediary, this paper adopts questionnaire survey. An investigation of the methods of interview and classroom observation the cognitive and practical situation of teachers' intermediary role in junior middle school English reading teaching and the factors affecting the relationship between them are analyzed. To help teachers set up intermediary consciousness, to make teachers clear roles and tasks, to promote the cultivation of students' autonomous ability. The results show that English teachers in junior high school have fully affirmed the important role of teacher mediation in English reading teaching and tried to practice it in specific English reading teaching. Although there are some differences between teachers' cognition and practice of intermediary function among the 12 intermediate factors, they still need to be strengthened in practice, but in "teaching students effective learning strategies" and "cultivating students' self-confidence", "informing students of the importance of reading activities" and "training students to carry out cooperative learning in reading activities". Among these four mediating factors, teachers' cognition of intermediary function is consistent with practice, which has been supported and praised by students. Meet the students' learning needs and expectations, and play a good role in the intermediary role of teachers. Based on the above findings, this study makes the following recommendations, In order to improve the quality of reading teaching and cultivate students' reading ability, we should: 1) carry out teachers' re-education and study. 2) Teachers should do the same in education. (3) find out a teaching method that is suitable for students. (4) pay attention to the study of language knowledge. We should also pay attention to the cultivation of students' learning ability and cultivate sound people. Teachers should often reflect on their own teaching ideas and practice. (6) the teachers should strengthen the analysis and understanding of teaching materials.
【學(xué)位授予單位】：重慶師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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