高中低沉默英语课堂个案研究

发布时间：2018-02-24 06:13

本文关键词： 高中低沉默英语课堂影响因素教学启示　出处：《首都师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：英语课堂沉默现象长期以来困扰着很多中国英语教师,尽管该现象引起了很多研究者的关注,但是大多数研究都是在沉默度较高的英语课堂中进行的,基本以分析课堂沉默原因和提出应对策略为主,而以沉默度低的英语课堂为对象的相关研究几乎没有。本论文旨在从另一个角度寻找应对英语课堂沉默现象的策略,即通过研究沉默度低的英语课堂,需找促成其沉默度低,课堂活跃的积极因素并从中汲取长处,以期为打破英语课堂沉默提供一些启示。此研究是一个个案研究,作者选出北京八十中高二年级英语课堂沉默度较低的三个班级进行研究,共有114名学生和3名英语教师参与了调查,本研究旨在回答以下两个问题： (1)促成高中英语课堂沉默度低的积极因素有哪些? (2)通过调查分析,能获得哪些应对英语课堂沉默的启示? 本研究运用课堂观察,问卷调查和访谈法收集数据来探究低沉默度英语课堂的积极因素以及教学启示。主要研究结果如下英语课堂沉默度低的原因是多方面的。从教师方面来说,教师的专业能力和个人性格起到了积极作用。教师较高的提问技巧保证了教师对学生的有效引导,对学生错误的包容降低了学生的课堂焦虑度。教师较高的移情能力以及幽默感对建立师生和谐的关系起到很大作用；从学生方面说,对未来职业发展的追求,对英文歌曲,欧美电影的喜爱,以及对英美文化的兴趣表明学生具有较强的英语学习动机；此外,研究也表明学生对如“沉默是金”“言多必失”,保持低调,尊师重道等中国传统价值观有较为辩证的态度,学生渴望表现自己并敢于挑战教师权威；从教育方面来说,语言教学的改革和研究理论的进步引起了传统英语课堂实践的重大变化,现代课堂更加突出学生的中心地位。此外,该校采用的Headway教材的真实性,实用性较高,深受师生喜爱,也有助于提高学生的学习兴趣。基于以上原因,本论文提出了一些教学启示,如提高师生的移情能力,构建和谐的师生关系；正确看待学生的错误；提高教师的提问技巧；尝试在课堂使用幽默教学；帮助学生树立正确的学习态度,正确看待一些中国传统文化。作者希望这些启示能为应对或预防高中英语课堂的沉默现象提供一些借鉴。
[Abstract]:The phenomenon of English classroom silence has long troubled many English teachers in China. Although this phenomenon has attracted the attention of many researchers, most of the studies have been carried out in English classrooms with high degree of silence. The main purpose of this thesis is to analyze the causes of classroom silence and put forward coping strategies, but there are few related studies on the low degree of silence. This thesis aims at finding strategies to deal with the phenomenon of silence in English classroom from another angle. That is to say, by studying the English classroom with low silence, we need to find the positive factors that contribute to the low silence and active classroom and draw some advantages from it, in order to provide some enlightenment for breaking the silence in English classroom. This study is a case study. The author selected three classes with low silence in Grade 2 English Class 80 in Beijing. The study was conducted by 114 students and 3 English teachers. The purpose of this study is to answer the following two questions:. What are the positive factors contributing to the low level of silence in senior high school English classes? (2) what can we learn from the investigation and analysis to deal with the silence in English classroom? The present study uses classroom observation, questionnaires and interviews to collect data to explore the positive factors and pedagogical implications of low silence English classes. The main findings are as follows. There are many reasons for the low level of silence in the English classroom. From the teacher's point of view, the teacher's professional ability and personal character play a positive role. The teacher's higher questioning skills ensure the teacher's effective guidance to the students. Tolerance to students' mistakes reduces students' anxiety in class. Teachers' high empathy ability and sense of humor play a great role in building a harmonious relationship between teachers and students. From the students' point of view, the pursuit of future career development, the pursuit of English songs, The love of movies in Europe and the United States, as well as the interest in British and American culture, indicate that students have a strong motivation to learn English. In addition, the study also shows that students keep a low profile on such things as "silence is golden" and "more words are lost". Chinese traditional values, such as respecting teachers and emphasizing Taoism, have a more dialectical attitude. Students are eager to express themselves and dare to challenge the authority of teachers. The reform of language teaching and the progress of research theory have caused great changes in the traditional English classroom practice, and the modern classroom has highlighted the central position of the students. In addition, the Headway textbooks used in the school are of high authenticity and practicality, and are loved by teachers and students. It also helps to increase students' interest in learning. Based on the above reasons, this paper puts forward some teaching enlightenment, such as improving teachers and students' empathy ability, constructing harmonious teacher-student relationship, correctly treating students' mistakes, improving teachers' questioning skills, trying to use humor teaching in class; The author hopes that these revelations can provide some references for coping with or preventing the phenomenon of silence in senior high school English classes.
【学位授予单位】：首都师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G633.41

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