本文選題：英語教師　切入點：課堂教學(xué)　出處：《南京師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：教師的跨文化教學(xué)能力不僅要求教師具備跨文化交際能力,更是要求他們在課堂教學(xué)中具備有效組織課堂的能力。這體現(xiàn)在教師的教學(xué)內(nèi)容、教學(xué)方案的選取和設(shè)計以及各個教學(xué)環(huán)節(jié)的有效實施等各個方面。本文在對語言與文化的關(guān)系、跨文化教學(xué)等概念的闡述以及已有跨文化教學(xué)研究成果的基礎(chǔ)上,采用定量與定性研究相結(jié)合的方法,運用課堂觀察、調(diào)查問卷與半開放訪談的方式,力圖基于某四星級中學(xué)教師的課堂教學(xué)進(jìn)行個案研究,旨在對課堂教學(xué)中英語教師的跨文化教學(xué)能力進(jìn)行探究。具體探究以下三個問題:(1)教師對跨文化教學(xué)能力的認(rèn)知程度如何;(2)教師如何將跨文化教學(xué)意識揉進(jìn)教學(xué)施教程序和課堂教學(xué)中;(3)教師在教學(xué)過程中快速捕捉并應(yīng)對學(xué)生的跨文化認(rèn)知需求的能力狀況如何。研究發(fā)現(xiàn),首先,他們在對跨文化教學(xué)的認(rèn)知方面存在問題,具體表現(xiàn)為僅僅將跨文化教學(xué)的能力簡單歸為文化教學(xué)以及提高學(xué)生跨文化交際的能力,卻并未將其視為整體地把握教學(xué)施教程序的方方面面的能力。其次,有些教師跨文化教學(xué)意識不強,很少明確而有意識地將其與教學(xué)程序和課堂教學(xué)結(jié)合起來進(jìn)行文化教學(xué)。并且,在課堂教學(xué)過程中,對語言形式與文化內(nèi)涵的密切關(guān)系不夠重視從而對學(xué)生的“語用失誤”處理不當(dāng)。對學(xué)生在學(xué)習(xí)中存在的跨文化方面的問題捕捉不足,處理上也比較籠統(tǒng)模糊,缺少細(xì)致具體的應(yīng)對策略。由此可見,無論是教師自身的職業(yè)能力發(fā)展還是有效的英語教學(xué),跨文化教學(xué)能力都是一個令人堪憂的問題。為此,教師在職培訓(xùn)和師范教育均該從以下兩個方面做思考:教師應(yīng)該改變對跨文化教學(xué)的傳統(tǒng)觀念,提高自身的跨文化教學(xué)意識;全方面地提高跨文化教學(xué)能力,把握語言形式與文化內(nèi)涵的內(nèi)在關(guān)系,更好地捕捉并應(yīng)對學(xué)生的需求。
[Abstract]:Teachers' intercultural teaching ability not only requires teachers to have intercultural communication ability, but also requires them to have the ability to organize the classroom effectively in classroom teaching, which is reflected in the teaching content of teachers. On the basis of the relationship between language and culture, the concept of cross-cultural teaching, and the research results of cross-cultural teaching, this paper is based on the selection and design of teaching programs and the effective implementation of each teaching link, and on the basis of the analysis of the relationship between language and culture, the concept of cross-cultural teaching, etc. Using the methods of quantitative and qualitative research, using classroom observation, questionnaire and semi-open interview, this paper tries to carry out a case study based on the classroom teaching of a four-star middle school teacher. The purpose of this paper is to probe into the intercultural teaching ability of English teachers in classroom teaching. The following three questions are discussed in detail: 1) how do teachers understand the intercultural teaching ability? 2) how do teachers knead the awareness of intercultural teaching into teaching? Teachers' ability to quickly capture and respond to students' cross-cultural cognitive needs in the process of teaching. First of all, there are some problems in their cognition of cross-cultural teaching, which are manifested by simply classifying the ability of cross-cultural teaching into cultural teaching and improving students' ability of cross-cultural communication. However, it is not regarded as the ability to grasp all aspects of the teaching process as a whole. Secondly, some teachers do not have a strong sense of cross-cultural teaching. It is rarely clearly and consciously combined with teaching procedures and classroom teaching to carry out cultural teaching. And, in the course of classroom teaching, The close relationship between language form and cultural connotation is not paid enough attention to, and the pragmatic failure of students is not properly dealt with. The lack of detailed and concrete coping strategies shows that the intercultural teaching ability is a worrying problem, whether it is the development of teachers' own professional competence or the effective teaching of English. Teachers' in-service training and normal education should be considered from the following two aspects: teachers should change their traditional concept of cross-cultural teaching, improve their awareness of cross-cultural teaching, and improve their intercultural teaching ability in all aspects. Grasp the internal relationship between language form and cultural connotation, better capture and respond to the needs of students.
【學(xué)位授予單位】：南京師范大學(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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