初中英语教师有效课堂教学行为实证性研究 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2016-12-09编辑:lgg点击率:5275
论文字数:37851论文编号:org201612041838134510语种:英语 English地区:中国价格:$ 66
关键词:初中英语教学论文有效性实证性研究
摘要:本文是初中英语教学论文,笔者立足于数据分析中发现的问题,有针对性地提出以下策略:提高课堂用语质量,合理使用多媒体,提高课堂提问和课堂讨论的效率以及规范板书行为。
room teachingbehaviors on students’ learning attitudes and learning results. And by a great numberof researches, he believed that if teachers show much more direct influence onstudents, then students will have less participation in the process of classroomteaching; while if teachers show much more indirect influence, then students willhave more participation in the classroom activities. Ryan and his colleagues,Rosenshine and Furst proposed that there are three opposite poles of the factors thatare related effective teaching. 1. Passion and understanding versus indifference andalienation; 2. Organized and methodical versus unplanned and lagged; 3. Stimulatingand imaginative versus clumsy and mechanical. And they assumed that the teaching ismuch more effective if the factor is much closer to the positive side (Perrott, 1986).Cruicshank (1990) put forward that the content of teachers’ effective teachingbehaviors contains seven aspects, which are setting up a good classroom environment,diversifying the classroom teaching models, guiding time optimization in theclassroom teaching, asking questions to students, providing clear and concreteguidance, paying close attention to students’ progress and providing feedback andreinforcements for students. Zehnand and Kottler (1993) discussed the features ofeffectiveness of the classroom teaching behaviors from three aspects. 1. A relationshipexpert; 2. Building authentic and concerned classroom atmosphere; 3. A helper whounderstands and trusts students. And Harlan (1996) believed that one of the keycharacteristics for teachers’ effective teaching behaviors is the passion of teachers forteaching. Daniels and Bizar (2004) put forward that there are some increased factorsand decreased factors about classroom teaching behaviors, which has certainreference values to improve the effectiveness of teachers’ teaching behaviors.
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2.2 Related Research at Home
As early as in the late 20h century, Fu Daochun (1993) did a research on teachingbehaviors by the way of micro level, and he adopted a new type of classroom-centered observation to teachers’ classroom teaching behaviors. In themeantime, he revealed teachers’ physical and mental activities in the schoolorganizational environment and showed different kinds of teachers’ classroomteaching behaviors. The Great Education Dictionary (1997) defined teachingbehaviors as in the process of classroom teaching, teachers take certain behaviors onstudents in order to reach a particular purpose of classroom teaching through theinteraction between teachers and students, between students and students and betweenteachers, students and the whole teaching environment. Xu Yuzhen (1997) pointed outthat teachers’ effective teaching behaviors have some specific characteristics that areutterance understanding, the stability of emotion, understanding and sensitivity,encouragement and imagination, organized and responsible and so on. Shi Liangfangand Cui Yunhuo (1999) divided teachers’ classroom teaching behaviors mainly intothree parts: the main teaching behaviors, the assistant teaching behaviors and theclassroom management behaviors. And the main teaching behaviors includepresentation behavior, dialogue behavior and instruction behavior.
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Chapter 3 Research Design of English Teachers’ Classroom TeachingBehaviors.........25
3.1 Research Subjects.....25
3.2 Research Instruments.......25
3.3
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