發(fā)布時(shí)間：2018-06-28 02:31

  本文選題：中介理論 + 英語教師中介��； 參考：《江西師范大學(xué)》2017年碩士論文

【摘要】：由于英語教師在外語教學(xué)過程中的重要作用,英語教師的角色一直是被長期關(guān)注的熱門話題。隨著新的教育理念如終身學(xué)習(xí)和全人發(fā)展的出現(xiàn),教育工作者努力探究更加適合于教師促進(jìn)課堂互動和實(shí)現(xiàn)高效課堂的新角色。中介理論認(rèn)為兒童身邊對他有重要意義的人在他的認(rèn)知發(fā)展過程中起著重要的中介作用,魯文·費(fèi)厄斯坦(1980)把這個(gè)重要意義的人稱為中介者并提出了中介者的十二個(gè)特征,這為英語教師角色的轉(zhuǎn)變帶來了深刻的啟示。由于中國教育部2007年頒布的《大學(xué)英語課程標(biāo)準(zhǔn)要求》旨在培養(yǎng)學(xué)生的英語綜合能力和一定的讀寫能力,這使得大學(xué)英語教師扮演中介者的角色才能真正的培養(yǎng)學(xué)習(xí)者在日新月異的社會中成為獨(dú)立思考者,問題解決者和終身學(xué)習(xí)者。國內(nèi)先前的研究主要集中在教師中介的理論思辨或通過問卷調(diào)查的形式來研究教師的中介作用,鮮有研究探究教師的中介作用在真實(shí)課堂中的實(shí)施情況。本研究通過課堂觀察、問卷和訪談相結(jié)合的定性定量研究方法全面探究在大學(xué)英語讀寫課上教師中介的主要特征和學(xué)生對教師中介作用的評價(jià)。研究得出以下結(jié)論:1.在大學(xué)英語讀寫課中,在十二個(gè)中介特征中,課堂所觀察到的教師最顯著的三個(gè)中介特征為“目標(biāo)一致”,“自我行為的控制”和“共享”,成為教師的主要中介特征。2.在大學(xué)英語讀寫課中,在十二個(gè)中介特征中,“共享”,“目標(biāo)一致”和“自我行為的控制”被學(xué)生感知為最顯著的教師中介特征,而“個(gè)性”,“勝任感”和“變化意識”被認(rèn)為是最不被學(xué)生感知的教師中介特征。3.在大學(xué)英語讀寫課中,課堂所觀察到的教師最顯著的三個(gè)中介特征“目標(biāo)一致”,“自我行為的控制”和“共享”與學(xué)生所感知的最顯著的三個(gè)中介特征除了排列次序上的微小差異外基本一致,因此,教師這三個(gè)中介特征能夠很好地被學(xué)生感知,并得到了學(xué)生較高評價(jià)。而根據(jù)排列次序,在“個(gè)性”,“勝任感”“長遠(yuǎn)目標(biāo)”和“目標(biāo)的制定”方面課堂觀察和學(xué)生感知存在較大差異,前兩個(gè)中介特征的課堂觀察比學(xué)生感知更顯著,而后兩個(gè)中介特征的學(xué)生感知比課堂觀察更顯著。4.在大學(xué)英語讀寫課中,教師通過小組活動能夠有效實(shí)現(xiàn)“共享”,并有利于促進(jìn)學(xué)生語言學(xué)習(xí)發(fā)展和認(rèn)知發(fā)展,還有助于培養(yǎng)學(xué)習(xí)者成為同伴中介,在英語課堂可以作為教師中介的重要補(bǔ)充。以上研究結(jié)果在一定程度上為大學(xué)英語讀寫課中教師中介作用的發(fā)揮提供一定的啟示和借鑒作用。根據(jù)這些研究結(jié)果,本文也提出了相應(yīng)的建議。
[Abstract]:Due to the important role of English teachers in the process of foreign language teaching, the role of English teachers has been a hot topic for a long time. With the emergence of new educational concepts such as lifelong learning and whole-person development, educators strive to explore new roles that are more suitable for teachers to promote classroom interaction and achieve efficient classroom performance. The theory of intermediation holds that the people who have important significance to children play an important role in the process of his cognitive development. Raven Feinstein (1980) calls this important person the intermediary and puts forward the twelve characteristics of the intermediary. This has brought profound enlightenment to the change of English teacher's role. Since the requirements of College English Curriculum Standards issued by the Ministry of Education in 2007 are aimed at developing students' comprehensive English proficiency and certain reading and writing skills, This makes college English teachers play the role of intermediary in order to train learners to become independent thinkers problem solvers and lifelong learners in the rapidly changing society. Previous studies in China mainly focus on the theoretical thinking of teacher mediation or the form of questionnaire to study the role of teachers as intermediaries, and few studies have explored the implementation of teachers' intermediary role in real classroom. Based on the qualitative and quantitative methods of classroom observation, questionnaire and interview, this study comprehensively explores the main characteristics of teacher intermediary in college English reading and writing class and the students' evaluation of teacher intermediary role. The study came to the following conclusion: 1. In the course of reading and writing in college English, among the twelve intermediary features, the three most significant intermediary characteristics observed in the classroom are "consistent goals", "self-control" and "sharing", which are the main intermediary characteristics of teachers. In the course of reading and writing in college English, out of the twelve intermediary features, "sharing", "goal consistency" and "self-control" are perceived by students as the most significant teacher intermediary characteristics, while "personality". Competence and awareness of change are considered to be the least perceived characteristics of teacher intermediary. 3. In the course of reading and writing in college English, the three most significant intermediary characteristics observed in the classroom are "consistent goals". The "control of self-behavior" and "sharing" are basically consistent with the three most significant intermediary features perceived by students, except for minor differences in order of order. Therefore, the three intermediary characteristics of teachers can be well perceived by students. And got the student higher appraisal. According to the order of arrangement, there are great differences between classroom observation and students' perception in terms of "personality", "competence", "long-term goal" and "goal making". The first two intermediary characteristics of classroom observation are more significant than students' perception. The latter two intermediary characteristics of students perception than classroom observation is more significant. 4. In the course of reading and writing in college English, teachers can effectively realize "sharing" through group activities, promote students' language learning and cognitive development, and help to train learners to become peer mediators. In the English classroom, it can be an important supplement to the teacher's intermediary. To a certain extent, the above findings provide some enlightenment and reference for teachers to play a role in English reading and writing. According to these research results, this paper also puts forward the corresponding suggestions.
【學(xué)位授予單位】：江西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

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本文編號：2076322