大学英语教学有效性问题研究

发布时间：2018-06-10 17:46

本文选题：大学英语 + 大学英语教学　；参考：《华中师范大学》2015年博士论文

【摘要】：大学英语教学是时代的产物,是我国政治、经济、教育等变化与发展的见证。追求大学英语教学的有效性,是历史的使命,是现实的要求,是当前必须解决的问题。大学英语教学始于国家对“懂专业又懂外语”人才的需求,这种需求至今未变。如果说最初培养这种人才的目的是为了吸收国外的先进技术和思想的话,那么现在的目的不仅是吸收,而且还包含在输出我国先进技术的同时,与世界对话,最后达到促成世界美好发展。尽管大学英语不可能独自承担这样重大的使命,但不可能停止努力。当下,大学英语教学的学时越来越少,学生的英语能力极不均衡。因此,大学英语教学必须利用有限的课堂教学时间,帮助学生有效地提高英语应用能力。同时,我们必须清醒认识到,伴随信息化成长起来的当代大学生,已经表现出明显的学业倦怠,乃至对课堂教学缺乏热情,因而普遍学习效果欠佳。如何提高课堂教学效果,让教学更富有吸引力,这不只是大学英语关心的问题,它实际上也是整个现代高等教育亟待解决的问题。为此,本文围绕大学英语教学有效性的问题进行研究。本研究以国内外有效教学的研究为理论基础,以实证的方式调查了笔者所在学校的大学英语教学效果,以及影响教学效果的主要因素,然而研究和了解当下大学英语教学效果现状及其并不是本研究的终极目标,因为提高教学质量才是硬道理,为此,本文在随后章节详细分析了当前大学英语教学的主要影响因素,并在此基础上构建了大学英语有效教学实践框架。最后,为了检验本实践框架的适用性、可操作性,笔者采用观察教学录像的方式进行了框架应用验证,结果证明本实践框架有较好的适用性,能够帮助教师发现教学问题,对有效教学起到引导和督促作用。本文主要分成4大部分：第一章主要探讨了有效教学的相关研究,这是本文的理论基础部分。国内外对有效教学的研究非常丰富,本文主要聚焦有效教学的缘起过程、有效教学的涵义、影响因素和评价等4个方面的内容。其中,笔者对有效教学涵义作了最新阐释,提出在大学英语有效教学中,对有效概念应做如下理解：有效教学是指教学效果优、教学效率高的教学。虽然这是有效教学的一般含义,但它适合于所有学科教学。大学英语教学的效果是指,大学英语教学在结果上应追求有价值、比较全面和高水平的效果,不仅如此,还要特别强调当下的学习效果与长远、可持续的学习效果相统一。效率是指产出与投入之间的对比关系。大学英语教学效率是指教学所实现的效果与获得这些效果所花费的时间及精力之间的对比关系,即单位时间及精力消耗所获得的效果。简单地说,大学英语有效教学就是要在有限的课程教学时间内,能够使学生具有英语运用及相关能力,而且这些能力具有可持续性,能够对学生未来产生影响。第二章是关于大学英语教学有效性的实证调查。笔者主要以本校1800多名非英语专业学生以及为他们授课的24位大学英语教师为研究对象,采用问卷调查的方式调查教学效果及影响因素。结果发现,学生对大学英语教学的整体认可度高,对大学英语教师的整体认可度更高,但对教学效果的整体评价却是“一般”。具体到教学效果中包含的知情意指标,学生评价最低的三个指标分别是：自信心,英语运用能力和学习兴趣。将上述结果综合起来即可解读为：就整体而言,学生认可大学英语的课程教学和大学英语教师在教学中的表现,但他们对自己的实际收获认可不足,而且不同教师的教学效果差异显著。笔者对所得到的数据进一步分析发现,影响教学效果的主要因素涉及到课堂上教学互动,教学组织,教学热情等6个维度12个因素。第三章即在前文讨论和实证研究基础上,首先分析了与大学英语教学紧密相关的要素,然后提出了一个整合诸要素的有效教学的实践框架,期望能指导大学英语教学实践。本文综合诸多研究文献和本人的教学实践经验,主要从教学目标、教学资源、教学环境及教学过程等较大方面,详细分析了影响大学英语教学的主要因素。笔者认为,大学英语教学目标必须以英语综合运用能力为主,适当可以采用“人文为体,工具为用”的方式,将大学英语教学的“工具性”和“人文性”有效整合,从而真正使大学英语教学获得有价值的、全面的、可持续的效果。时下,信息技术已经极大地丰富了大学英语的教学资源,深刻地改变了学习环境。在教学资源方面,传统的教学资源与最及时的数字信息资源共存,连同英语学习中不可或缺的人际互动资源,为大学英语教学提供了充足的资源储备,而选择和整合资源则是让资源产生效益的重要一环。在教学环境方面,教育技术的发展改善了传统课堂的教学条件,创造了新型的网络学习环境,而教学的主体——教师和学生,依然是环境的使用者和创造者,师生和环境共同构成的学习共同体是理想教学环境的代名词,是21世纪学校的最佳愿景之一。上述3个因素为有效教学提供了方向、内容和基本条件,而以学习者的学习为中心的教学过程,依据语言教学规律设计的教学活动是实现有效教学的实质阶段。在上述分析的基础上,本研究尝试将影响教学的主要因素统合起来,并有机地融进具体的教学实施过程中,从而构建大学英语有效教学实践框架,借以指导教师的课堂教学实践。框架包含教学目标,组织教学,引导参与学习及评估与反馈4个维度24个指标,各指标均有详细的涵义描述以及学生在相应的教学活动中应该具有的、可观察到的表现。第四章主要验证了有效教学实践框架的适用性问题。本研究采用观察课堂录像的方式来验证实践框架的适用性、可用性以及指标的覆盖面。笔者邀请了几位教师作为教学观察者,以框架指标为观察点,对4段教学录像进行观察并记录观察结果。通过统计分析教师观察者提供的观察数据,并与教学录像的现场观察者的评价相比较,笔者发现本框架有着较好的适用性,易于操作,指标的覆盖面较好,有助于教师发现教学问题并进行教学反思。此外,本次验证也发现了大学英语教学中的一些典型问题,如教师注重罗列教学目标而轻视教学结果的达成,忽视语言教学等,这为进一步改进教学,提高大学英语教学质量提供了方向。当然,本框架设计也存在一定弱点,比如所选用的观察录像是教学比赛录像,与普通的、正常的课堂教学有一定区别。其次,观察者的数量有限,所得到的可用数据也有限,所以,如果有机会深入探讨这一课题,所设计的框架必然会进一步接受验证,以期取得更为可靠的实用体验数据。教学探索无止境。本研究对大学英语有效教学的探索,源于实践,依据理论和实证研究,所得结果仍回归实践,服务教学,相信本研究对有效教学理论、对大学英语教学的实践和研究都是有益的补充。
[Abstract]:College English teaching is the product of the times, is the witness of the change and development of our country's politics, economy and education. The pursuit of the validity of College English teaching is the mission of history, the requirement of reality and the problem that must be solved at present. If the original aim of cultivating this talent is to absorb advanced technology and ideas from abroad, the purpose is not only to absorb, but also to engage in a dialogue with the world at the same time, while exporting advanced technology in our country, and finally to achieve a better world development. Although college English is not likely to undertake such a major cause alone. It is impossible to stop the effort. At present, the College English teaching time is less and less, and the students' English ability is very uneven. Therefore, College English teaching must make use of limited classroom time to help students effectively improve their English application ability. At the same time, we must clear up the contemporary University with the growth of information. Students have shown obvious academic burnout and lack enthusiasm for classroom teaching, so the general learning effect is not good. How to improve the effect of the classroom teaching and make the teaching more attractive is not only the concern of the College English, but it is actually a problem to be solved in the whole modern higher education. Therefore, this article is around the university English. This study is based on the research of effective teaching at home and abroad. This study investigates the effect of College English Teaching in my school and the main factors that affect the teaching effect. However, it is not the end of the study. The ultimate goal is to improve the quality of teaching. Therefore, in the following chapters, the main factors that affect the current college English teaching are analyzed in detail. On this basis, the effective teaching practice framework of College English is constructed. Finally, in order to test the applicability and maneuverability of this practical framework, the author adopts the prescription of observing teaching video. The results show that the practical framework has good applicability, can help teachers to find teaching problems, and can guide and supervise effective teaching. This article is divided into 4 main parts: the first chapter mainly discusses the related research of effective teaching, which is the theoretical basis of this article. The study is very rich in research. This article focuses on the origin of effective teaching, the meaning of effective teaching, the influencing factors and the evaluation of 4 aspects. The author makes the latest interpretation of the effective teaching meaning, and puts forward that in the effective teaching of College English, the following understanding is made to the effective concept that effective teaching means the excellent teaching effect, Although it is the general meaning of effective teaching, it is the general meaning of effective teaching, but it is suitable for all subjects. The effect of College English teaching is that the results of College English teaching should pursue value, comprehensive and high level effect in the result of College English teaching, not only that, but also the effect of learning and the long-term and sustainable learning effect. Efficiency refers to the contrastive relationship between output and input. The efficiency of College English teaching refers to the contrast between the effect of teaching and the time and energy spent on obtaining these effects, that is, the effect of unit time and energy consumption. In a simple way, the effective teaching of English is to be in a limited course. The second chapter is an empirical study on the effectiveness of College English teaching. The author mainly uses more than 1800 non English Majors in our school and 24 College English teachers who teach them for them. The results showed that the overall recognition of College English teaching was higher and the overall recognition of College English teachers was higher, but the overall evaluation of the teaching effect was "general". The three lower indicators are confidence, ability to use English and interest in learning. The integration of the above results can be interpreted as: on the whole, the students recognize the course teaching of College English and the performance of College English teachers in the teaching, but they are not enough for their own actual acceptance, and the teaching effect of different teachers is poor. In the further analysis of the data obtained, the author finds that the main factors affecting the teaching effect are 6 factors, including teaching interaction in the classroom, teaching organization and teaching enthusiasm, and 12 factors. The third chapter, on the basis of the previous discussion and empirical research, first analyzes the elements closely related to the teaching of great learning English, and then puts forward the factors that are closely related to the teaching of English. A practical framework for effective teaching integrating various elements is expected to guide the practice of College English teaching. In this paper, the main factors affecting the teaching of College English are analyzed in detail from the aspects of teaching objectives, teaching resources, teaching environment and teaching process. The author thinks that the main factors affecting the teaching of College English are analyzed in detail. The aim of College English teaching must be based on the comprehensive ability of English, and the proper integration of "tools" and "humanism" in the teaching of College English, which can make the teaching of College English valuable, comprehensive and sustainable. It greatly enriches the teaching resources of College English and profoundly changes the learning environment. In the aspect of teaching resources, the coexistence of traditional teaching resources and the most timely digital information resources, together with the indispensable interpersonal interaction resources in English learning, provide sufficient resources for the teaching of College English, while the selection and integration of resources are In the teaching environment, the development of educational technology has improved the teaching conditions of the traditional classroom and created a new network learning environment. The subject of teaching, teachers and students, is still the user and creator of the environment, and the learning community, which is composed of teachers and students and the environment, is an ideal teaching circle. The pronoun of the country is one of the best vision of the school in twenty-first Century. These 3 factors provide the direction, the content and the basic conditions for the effective teaching, and the teaching process centered on the learner's learning. The teaching activities designed according to the law of language teaching are the real stage of the effective teaching. On the basis of the above analysis, this study tries to make a trial. The main factors that affect the teaching are integrated, and the practical teaching process is incorporated into the practical teaching process. Thus, the effective teaching practice framework of College English is constructed to guide the teacher's classroom teaching practice. The framework includes the teaching objectives, the organization of teaching, the guidance of participation in learning and the evaluation and feedback of the 4 dimensions of 24 indicators, the indicators are detailed. The fourth chapter mainly validates the applicability of the effective teaching practice framework. This study uses the way of observing the classroom video to verify the applicability, usability and coverage of the practical framework. The author invites several teachers to do it. In order to observe and record the results of the 4 paragraph teaching videos, the author observes and records observation results by the frame index, and compares the observation data provided by the teacher observer and compared with the evaluation of the field observer of the teaching video. The author finds that the framework has good applicability, easy to operate, and the coverage of the index is better. In addition, this verification also finds some typical problems in College English teaching. For example, teachers pay attention to teaching goals and ignore the achievement of teaching results and ignore language teaching. This provides a direction for further improvement of teaching and higher quality of College English teaching. There are some weaknesses in the frame design, for example, the selected observation video is a video of the teaching competition, and there is a certain difference between the normal and normal classroom teaching. Secondly, the number of observers is limited and the available data is limited. So, if there is a chance to explore the subject, the designed framework will be further verified, so that the design framework will be further verified, In order to obtain more reliable practical experience data. Teaching exploration is endless. The research on effective teaching of College English comes from practice, based on theoretical and empirical research. The results still return to practice and serve teaching. It is believed that this research is a useful supplement to the practice and research of English language teaching in the University.
【学位授予单位】：华中师范大学
【学位级别】：博士
【学位授予年份】：2015
【分类号】：H319

【参考文献】