小学英语教师课堂非言语行为的现状研究

发布时间：2018-03-01 21:29

本文关键词： 小学英语教师非言语行为　出处：《四川师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：目前小学英语教师的专业素养发展主要来源于课堂教学实践中,而对课堂中的非言语行为这个概念还不是很熟悉,只是对身体动作、神情姿态、语音语调等有一些基本的了解,而这些都是英语教师需要具备的基本素质。因此从发展的角度来看,非言语行为的学习势必将成为英语教师专业发展的重要一环,从而提升课堂教学效果。因此教师课堂非言语行为研究不仅能促进对小学英语课堂管理的研究还能推进对老师在课堂中用以教学的一系列行为。因此小学英语教师的课堂非言语行为应该得到重视并有效的运用,不仅让教师在课堂教学中更具有威严,而且还能让教师在课堂教学中展现出教师的美,在举手投足都能展现出教师的风采,更有益于对英语教师的职前和职后专业培训。因此本文主要对小学英语教师课堂非言语行为的现状进行了研究,并分析新手教师和熟练教师使用非言语行为的差异,找出不同教师运用时出现的问题,然后针对问题进行分析并提出建议。本文研究对象选取的是成都市某区小学阶段的英语教师作为研究对象,同时也对抽样教师的授课班级进行整班抽样,对学生进行相应的调查,辅助研究。通过使用文献法、问卷调查和非参与性观察法,对相关数据进行收集分析。首先对小学英语教师的课堂非言语行为使用意识进行分析,然后研究了当前小学英语教师运用不同课堂非言语行为的现状,之后对师生感知课堂中不同类型非言语行为的差异性做了分析研究,接着针对新手-熟练英语教师不同类型和不同功能的课堂非言语行为的使用做了对比研究,同时还得出了小学英语教师课堂非言语行为类型的功能分布情况。从而发现非言语行为使用时存在的问题,并提出改进策略。本文主要分为四部分。第一部分引言主要论述了研究的背景和研究意义。第二部分文献综述阐述了非言语行为和教师非言语行为在国内外的研究发展。第三部分是研究设计,采用文献法、问卷调查法、和观察法对小学英语教师课堂非言语行为做了调查。第四部分分析了新手-熟练教师对课堂非言语行为使用。第五部分讨论了主要存在的问题,并针对问题提出建议从非言语行为的理论知识,小学英语教师非言语行为的听课与评课和小学英语课堂赛课评课标准的改变三个方面进行培训。
[Abstract]:At present, the professional development of primary school English teachers mainly comes from classroom teaching practice, but the concept of non-verbal behavior in the classroom is not very familiar with, but only some basic understanding of body movements, facial expressions, pronunciation and intonation, etc. These are the basic qualities that English teachers need to possess. Therefore, from the perspective of development, the study of non-verbal behavior is bound to become an important part of the professional development of English teachers. Therefore, the study of teachers' nonverbal behaviors can not only promote the study of primary school English classroom management, but also promote a series of behaviors used by teachers in classroom teaching. Teachers' classroom nonverbal behavior should be taken seriously and used effectively. It not only allows teachers to be more dignified in classroom teaching, but also allows teachers to show their beauty in classroom teaching, and to show teachers' demeanor when they do their best. Therefore, this paper mainly studies the present situation of non-verbal behavior in primary school English teachers' classroom, and analyzes the differences between novice teachers and skilled teachers in the use of non-verbal behaviors. Find out the problems in the use of different teachers, then analyze the problems and put forward some suggestions. The subjects of this study are English teachers in a primary school in a district of Chengdu. At the same time, the whole class of the teaching class of the sample teachers was sampled, and the corresponding investigation was carried out on the students, and the auxiliary research was carried out. By using the method of literature, questionnaire and non-participatory observation, Firstly, this paper analyzes the awareness of classroom nonverbal behavior of primary school English teachers, and then studies the current situation of primary school English teachers using different classroom nonverbal behaviors. After that, the author makes a comparative study on the difference of teachers and students' perception of different types of nonverbal behaviors in classroom, and then makes a comparative study on the use of different types and functions of non-verbal behaviors of novice and proficient English teachers. At the same time, the functional distribution of non-verbal behavior types in primary school English teachers' classroom is obtained, and the problems in the use of non-verbal behaviors are found. This paper is divided into four parts. The first part mainly discusses the background and significance of the research. The second part discusses the research of nonverbal acts and teachers' nonverbal acts at home and abroad. The third part is the research and design. This paper makes a survey of non-verbal behaviors of primary school English teachers by means of literature, questionnaire and observation. Part 4th analyzes the use of non-verbal behaviors in classroom by novice and skilled teachers. Part 5th discusses the main problems. Some suggestions are put forward to solve the problem from three aspects: the theoretical knowledge of nonverbal behavior, the change of the teaching and evaluation standards of non-verbal behavior of primary school English teachers, and the change of the evaluation standard of primary school English classroom competition.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31

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