本文選題：專家教師 + 新手教師��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：隨著英語新課改的不斷推進(jìn),課堂教學(xué)關(guān)注的焦點也逐漸從以教師中心轉(zhuǎn)變?yōu)橐詫W(xué)生中心。因此,每位教師都應(yīng)該適應(yīng)社會發(fā)展,轉(zhuǎn)變傳統(tǒng)的教學(xué)觀念,并改進(jìn)教學(xué)行為。教學(xué)過程是一個動態(tài)發(fā)展的教與學(xué)相統(tǒng)一的過程,課堂實質(zhì)上是師生之間相互交流互動的平臺。通過教師與學(xué)生多方面的互動,教師和學(xué)生能夠達(dá)到一個高效的互動水平。近些年來,越來越多的研究者開始關(guān)注教師專業(yè)發(fā)展,尤其是專家教師和新手教師課堂教學(xué)行為的對比研究。因此本論文旨在對比這兩類教師在課堂中師生互動的異同之處,提出完善課堂師生互動有效性的策略,以期能夠為改善教師課堂教學(xué)的行為提供有益參考,進(jìn)而提升教師的教學(xué)水平,促進(jìn)教師的專業(yè)化發(fā)展。本研究將教齡在20年以上,職稱為高級教師同時獲得省級以上優(yōu)秀教師、學(xué)科帶頭人或特級教師稱為專家型教師。將教齡在1—5年內(nèi)的教師稱為新手教師�；咏虒W(xué)是基于不同理論的基礎(chǔ)而形成的,包括輸入假說、輸出假說、互動假說和交際性教學(xué)法等,這些研究大多是探討在第二語言習(xí)得過程中,師生互動起到了怎樣的效果,以及此師生互動的過程是如何影響和促進(jìn)語言習(xí)得的過程的。本論文以筆者所實習(xí)的山東師范大學(xué)第二附屬學(xué)校,九年級的初中英語課兩位專家教師和兩位新手教師為對象,通過文獻(xiàn)分析、課堂觀察、教學(xué)錄像錄音分析、訪談記錄等方法對四位教師的課堂互動進(jìn)行比較研究。本篇論文從多角度加以探討和對比,主要研究了初中英語課堂教學(xué)互動中專家教師和新手教師互動的頻率和時長、互動的類型、互動的課堂行為、互動的對象和內(nèi)容的選擇、互動策略使用的差異及其對學(xué)生學(xué)習(xí)的影響,最后根據(jù)研究結(jié)果,總結(jié)了不同類教師師生互動的共同點和相異之處,探析了存在這些差異的原因,并提出了一系列的教學(xué)建議。通過本次研究分析專家型教師和新手教師的課堂師生互動對比,筆者得出兩類教師互動存在不同的原因包括:教師教學(xué)經(jīng)驗存在差異、教師工作熱情存在差異、學(xué)生水平的差異、教學(xué)評價的差異。同時筆者根據(jù)這些對比和原因提出一些教學(xué)建議,來幫助提高教師的課堂互動效率,一些實施建議包括構(gòu)建交往互動的課堂教學(xué)互動理念、開展實質(zhì)性的師生互動、恰當(dāng)將言語行為和非言語行為相結(jié)合、加強(qiáng)教師的培訓(xùn),提升教師專業(yè)素質(zhì)和人文素養(yǎng)。
[Abstract]:With the development of new English curriculum reform, the focus of classroom teaching has gradually changed from teacher-centered to student-centered. Therefore, every teacher should adapt to the social development, change the traditional teaching concept and improve the teaching behavior. Teaching process is a dynamic developing process of teaching and learning. Classroom is essentially a platform for teachers and students to communicate and interact with each other. Through the interaction between teachers and students, teachers and students can achieve an efficient level of interaction. In recent years, more and more researchers begin to pay attention to the professional development of teachers, especially the comparative study of classroom teaching behavior between expert teachers and novice teachers. Therefore, the purpose of this paper is to compare the similarities and differences between the two types of teachers in the classroom, and to put forward strategies to improve the effectiveness of the teacher-student interaction in the classroom, in order to provide a useful reference for the improvement of teachers' classroom teaching behavior. And then improve the teaching level of teachers, promote the professional development of teachers. In this study, the teaching experience is more than 20 years, the title of senior teacher is above the provincial level, and the subject leader or special teacher is called expert teacher. Teachers with a teaching age of 1-5 years are called novice teachers. Interactive teaching is based on different theories, including input hypothesis, output hypothesis, interaction hypothesis and communicative teaching method. And how this process of teacher-student interaction influences and promotes the process of language acquisition. This thesis takes the second affiliated school of Shandong normal University, two expert teachers and two novice teachers in Grade 9 junior middle school as the objects, through literature analysis, classroom observation, teaching video recording analysis. A comparative study of classroom interaction among four teachers was carried out by means of interview records. This paper discusses and compares the interaction in junior middle school English classroom teaching from various angles. It mainly studies the frequency and duration of interaction between expert teacher and novice teacher, the type of interaction, the interactive classroom behavior, the object and content of interaction. The differences in the use of interactive strategies and their effects on students' learning are analyzed. Finally, according to the results of the research, the similarities and differences between teachers and students of different types of teachers and students are summarized, the reasons for these differences are analyzed, and a series of teaching suggestions are put forward. Through the analysis of the classroom teacher-student interaction between expert teachers and novice teachers, the author finds out that there are different reasons for the two types of teachers' interaction, including: the difference of teachers' teaching experience, the difference of teachers' working enthusiasm, and the difference of teachers' working enthusiasm. The difference of students' level and the difference of teaching evaluation. At the same time, the author puts forward some teaching suggestions to help teachers improve the efficiency of classroom interaction according to the comparison and reasons. Some of the implementation suggestions include the construction of interactive concept of interactive classroom teaching and the development of substantive teacher-student interaction. Combine speech act with nonverbal act properly, strengthen teacher's training, improve teacher's professional quality and humanistic accomplishment.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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本文編號：1894774