發(fā)布時(shí)間：2021-11-09 02:58

　　近年來(lái),培養(yǎng)學(xué)生的英語(yǔ)核心素養(yǎng)成為英語(yǔ)老師的首要任務(wù)。為了完成它,英語(yǔ)教師就需要提高他們的教學(xué)能力。在眾多提高教師教學(xué)水平的途徑中,聽評(píng)課便成為其中最便捷和最有效的途徑。但是根據(jù)作者的教學(xué)實(shí)踐,在聽評(píng)課的實(shí)施中仍然有諸多問(wèn)題,影響著英語(yǔ)教師的專業(yè)發(fā)展。作為一種新型的課堂觀察范式,LICC課堂觀察范式是由四個(gè)維度組成,即學(xué)生學(xué)習(xí)、教師教學(xué)、課堂性質(zhì)和課堂文化。在這種范式中,教師帶有清晰的觀察目的地對(duì)教師和學(xué)生的行為進(jìn)行記錄、分析和研究,從而謀求教師教學(xué)水平的提高和學(xué)生學(xué)習(xí)能力的提升。自從2006年LICC范式雛形形成以來(lái),越來(lái)越多的研究者將其納入研究范圍,但將其專門應(yīng)用于高中英語(yǔ)聽評(píng)課的研究卻相對(duì)較少。因此本研究將LICC課堂觀察范式與現(xiàn)在的高中英語(yǔ)聽評(píng)課結(jié)合起來(lái)并試圖回答以下問(wèn)題:1.高中英語(yǔ)聽評(píng)課現(xiàn)狀如何?2.將LICC課堂觀察范式應(yīng)用到高中英語(yǔ)聽評(píng)課時(shí),它是否適用?具體表現(xiàn)在那些方面?3.當(dāng)LICC課堂觀察范式在英語(yǔ)學(xué)科中被應(yīng)用時(shí),有哪些方面需要考慮才能達(dá)到更好的適用效果?為了回答以上問(wèn)題,作者進(jìn)行了為期大約五個(gè)月的研究。在研究期間,作者首先對(duì)來(lái)自于兩所高中的英語(yǔ)教師進(jìn)行問(wèn)卷調(diào)查,... 

【文章來(lái)源】：安慶師范大學(xué)安徽省

【文章頁(yè)數(shù)】：75 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Framework of the Thesis
Chapter2 Literature Review
    2.1 LICC Classroom Observation Paradigm
        2.1.1 Classroom Observation
        2.1.2 Definition of LICC Classroom Observation Paradigm
        2.1.3 Related Researches at Home
    2.2 Classroom Observation and Evaluation
        2.2.1 Definition of Classroom Observation amd Evaluation
        2.2.2 Related Researches at Home
Chapter3 Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
    3.4 Research Path
    3.5 Research Procedures
        3.5.1 Preparation for the Research
        3.5.2 Implementation of the Research
            3.5.2.1 Implementation of Questionnaire
            3.5.2.2 Implementation of Classroom Observation
                3.5.2.2.1 Classroom Observation in Anqing No.7 Middle School
                3.5.2.2.2 Classroom Observation in Yangqiao Senior High School
            3.5.2.3 Implementation of Interviews
Chapter4 Results and Discussion
    4.1 The Current Situation of English Classroom Observation and Evaluation
        4.1.1 Schools’Arrangements for English Classroom Observation and Evaluation
        4.1.2 English Teachers’Attitudes toward English Classroom Observation and Evaluation
        4.1.3 English Teachers’Purposes in English Classroom Observation and Evaluation
        4.1.4 English Teachers'Practice in English Classroom Observation and Evaluation
    4.2 English Teachers'Attitudes toward LICC Classroom Observation Paradigm after Application
    4.3 Applicable Aspects after the Application of LICC Classroom Observation Paradigm
        4.3.1 The Aspect of English Teaching and Research Groups
        4.3.2 The Aspect of English Teachers’Observing and Evaluating Skills
        4.3.3 The Aspect of English Teachers’Final Purpose for Taking Part in English Classroom Observation and Evaluation
        4.3.4 The Aspect of Procedures in English Classroom Observation and Evaluation
    4.4 Aspects Especially in English Subject
        4.4.1 The Humanistic Characteristic
        4.4.2 The Overall Evaluation
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Suggestions
        5.2.1 For School Leaders
        5.2.2 For English Teachers
    5.3 Limitations
    5.4 Prospects
Bibliography
Appendix A Questionnaire
Appendix B Teaching Plans
Appendix C Interview Outline
Publications During the Postgraduate Programme


【參考文獻(xiàn)】：
期刊論文
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碩士論文
[1]初中英語(yǔ)教師聽評(píng)課現(xiàn)狀調(diào)查研究[D]. 梁瑞.山西師范大學(xué) 2018
[2]傳統(tǒng)聽評(píng)課對(duì)高中英語(yǔ)新教師專業(yè)發(fā)展的影響調(diào)查研究[D]. 劉海蓮.寧夏大學(xué) 2014
[3]“課堂觀察”與傳統(tǒng)的聽評(píng)課的對(duì)比研究[D]. 陳曉宇.首都師范大學(xué) 2012



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