中学英语实习教师课堂教学行为调查研究-以淮安市三所中学为例

论文总字数：39745字

摘 要

在新课程改革的背景下，课堂教学行为的有效性将直接影响新课程改革的有效性。为了阐明对有效教学行为的认知，本文以调查报告的形式进行了展开。笔者总共分析了40多名实习老师的课堂教学行为，这些实习老师同时也是2015届英语师范班的毕业生。该研究将从教学前，教学中和教学后的三种教学行为的角度进行。为了进行数据分析，笔者将采用问卷调查和观察法来收集数据。

通过分析直方图，可以得出以下结论：实习教师未能成功地处理好阅读材料。例如，他们在教学方案中无法实现教学三维目标，并设置难点。但他们能够分析学生的学习状况。 虽然他们成功地向学生传授了知识，但他们未能很好地组织阅读框架结构并且忽略了教学重点。因此，他们最好在课后与实习小组成员讨论，并咨询指导教师，以设计更好的教学方案。我相信这篇论文将帮助实习教师克服他们的不足，提高他们的教学行为质量，并与优秀的教师保持一致。

关键词：教师课堂教学行为；实习教师；有效性；师范生

Contents

1. Introduction 1

2. Literature Review 1

2.1 The definition of cadet teachers 1

2.2 The definition of classroom teaching behaviors 2

2.3 The research of classroom teaching behaviors in China 3

2.4 The research of classroom teaching behaviors abroad 4

3.Study Design 5

3.1 Research purpose 5

3.2 Research problem 5

3.3 Research object 5

3.4 Research process 6

3.5 Collection of data 9

4.Research Findings and Analysis 15

5.Conclusion 16

Works Cited…………………………………………………………………...17

Appendix1………………………………………...........................................18

Appendix2…………………………………………………………………...19

Appendix3…………………………………………………………………...20

1. Introduction

Classroom teaching behavior is part of classroom teaching activities. Among these activities, teaching behavior sometimes may influence and determine the teaching quality. If teachers improve their teaching methods in teaching practice and some superficial factors affecting the teaching behaviors can turn into deep-seated factors such as teaching philosophy and teaching beliefs, the efficiency of classroom teaching will be greatly improved. The new teaching concept has been internalized into the teacher"s classroom teaching behavior, which will improve the professional competence and teaching abilities, thus promoting the development of students. Therefore, it is a common issue that the current domestic and international teaching reforms need to focus on this internalization. As an English major in Huaiyin Normal University, the author has many opportunities to practice teaching English lessons every year. For example, when the author is a junior, performing simulation classes in micro-classrooms is a common thing. What’s more, in the first half of the senior year when practicing in the internship school, the author enters the real class and finally communicates with lovely students. Although the author has more or less honed the level of teaching class, he finds that cadet teachers, when having real class, still have many shortcomings in the ways of teaching class. For example, the presentation behaviors are too blunt. What’s worse, knowledge aims, ability aims and emotional aims are not fully implemented. To solve these problems, this research will help the cadet teachers improve their classroom teaching behaviors. Besides, other English majors in different universities who will graduate this year can also benefit from this thesis.

2.Literature Review

• 1. The definition of cadet teachers

Teaching practice is an indispensable part of educating normal college students. It is of great importance to cultivate outstanding teachers. （Zhang 21）Cadet teachers refer to those who participate in educational and professional practicing activities, such as class management, the organization of extracurricular activities, educational investigations and research. Under the guidance of the instructor, cadet teachers will test their knowledge which they have learned at school and improve their ways of teaching class by joining the academic training activities. Marxist science practice view holds that practice is the basis of cognition, the driving force for understanding development. Most importantly, practice is the sole criterion for testing truth. Only in practical teaching and training, can a cadet teacher continuously improve his previous knowledge level.

What does the cadet teacher play the role of in the teaching practice school? A teacher or a student ? In fact, the cadet teacher works as both of them. In face of the instructor, the cadet teacher plays the role of a student. While facing students, the cadet teacher acts as a teacher. While the roles are contradictory, they are in co-existence. When you take over the class, you are a teacher. You must have the mentality of being a teacher and shoulder the responsibility of being it. When consulting the instructor, you are a student. To get along well with the instructor is of great importance. How to qualify for this career is also a key point during the internship. Of course, you should be able to stay in harmony with the teachers and students, but be careful that you had better not have a clumsy dialogue with them just like a microphone.

2.2 The definition of classroom teaching behaviors of teachers

According to the purpose of the research, the academia has different definitions of teaching behavior. For example, Shi Liangfang and Cui Yunzhen (1999) believe that teaching behavior refers to all behaviors initiated by teachers to maintain and promote student learning. Fu Daochun (2001), a famous national curriculum reform expert, believes that in the teaching process, teachers will select, combine, apply and take control of the operational factors that are in implementation, in the light of teaching experience and teaching internal relations. Liu Xilang (2003) believes that teaching behavior is the integration of intricate factors in the dynamics of teaching. Cai Baolai and Che Weiyan (2008) put forward the study of foreign classroom teaching behaviors. It is revealed that teachers use some teaching methods and teaching strategies in specific classroom circumstances under the guidance of certain concepts of education. Promoting the overall development of students is the purpose of their research. Chen Baihua (2012) defines teaching behavior as all the verbal and non-verbal behaviors that teachers present to students in the process of teaching, with the aid of language, audio and image, and blackboard.(Chen 61) As for the author, he thinks classroom teaching is a unified activity of teaching and learning. That means teachers will teach class for students and students can learn some knowledge from teachers. Hence, teaching behavior is the interaction of teachers, students, content and context. However, teaching behavior is different from teaching methods. Teaching behavior refers to the teaching-related activities taken by teachers in the classroom teaching process. However, the teaching method refers to the details of the activities of the teaching method and the specific form of activities in the teaching process. It is the teaching method that explains the actual form of teaching activities. Besides, the same teaching method can be used for different teaching behaviors, and different teaching behaviors can also be included in the same teaching method. （Lv ） In summary, although scholars have different definitions of teaching behaviors, there is still something in common. For example, the researches are all carried out around two cores : one is related to teachers teaching behaviors in teaching process; The other is to promote student learning, which is the ultimate goal. The classroom teaching behavior in this thesis refers to the main teaching behaviors of teachers, which appear in the teaching process in line with the teaching objectives and teaching contents. Based on the above analysis, the thesis defines the classroom teaching behavior of English teachers as the presupposition and generation behaviors adopted by the teachers in English class. For the purpose of realizing the teaching objectives and promoting the students" comprehensive abilities of applying English to real class, it is based on certain teaching concepts. Frankly, the sum of the presupposition and generation behaviors are observable explicit behaviors.

2.3 The research of classroom teaching behaviors in China

In domestic research of classroom teaching behavior, it mainly adopts methods of phenomenon description and summary of experience. At present, there is no suitable method for domestic classroom teaching research, but researchers (such as Fu Daochun) have begun to adopt anthropological-like methods to carry out research. What’s more, they are using vivid classroom recordings to show people the reality of different teacher behaviors performed in traditional class and modern class, which leads people to thinking about the deeper reasons behind teacher behavior in traditional and modern class. For example, curriculum concepts and teaching concepts should be considered. Hence, the concept of teacher is consistent with the requirements of the new curriculum where teachers can learn new behaviors from the observations of the teacher"s behavior in new class. It is this concept that arouses the researchers" consciousness of the teacher"s behavior in the implementation of the new curriculum, thus realizing the implementation of the new curriculum. Transforming teacher’s thought into practice is a useful attempt adopted in domestic research on the basis of research methods of classroom teaching behavior. Domestic research thinks classroom teaching behaviors just include teacher’s behaviors, but neglects the study of other elements of classroom teaching behavior. What’s worse, the research does not comprehensively explore classroom teaching behaviors, only to find out the interactions among various elements of classroom teaching behavior. （Zhang 40）The relationship between mutual restraint and common improvement makes the study of classroom teaching behavior in separation from each other, which inevitably leads to the misunderstandings of the classroom teaching behavior at the practical level. Although the new curriculum needs to be reformed and some scholars have begun to pay attention to the learning behavior of students in the classroom, it stops investigating the current situation of students" learning behavior in classroom teaching. Therefore, the study of students" learning behavior remains an initial stage.

2.4 The research of classroom teaching behaviors abroad

Foreign studies of teachers" classroom teaching behavior originated from the research of education and the development of the teachers’ professional skills. Due to the pursuit of realizing effective teaching and becoming excellent teachers, developed countries in Europe and America put the focus of teaching research on the classroom teaching reform, which previously is the curriculum reform, development, design and implementation. It is this conversion that makes the research of classroom teaching behaviors highlighted. Hence, this study gradually becomes one of the most important themes in teaching research. From the 1960s to now, the research themes of teachers" classroom teaching behaviors generally change from macroscopic into microscopic and from explicit into intrinsic. It transforms from paying attention to teachers" classroom teaching behaviors to focus on the study of students" classroom learning behaviors.（Cai 82）Between the 1960s and 1970s, many researchers focused their research on revealing the connection between teacher’s personality and the classroom teaching effectiveness. Since the 1970s, cognitive school researchers believe that each teacher has its own unique teaching concept. These teaching concepts which are based on a certain social and cultural background exist in the daily teaching practice and theoretical study. Understanding the rules of teaching and the characteristics of students is a key point of those concepts. In summary, the research of foreign teachers" classroom teaching behaviors shows that teachers" comprehensive quality is reflected in teachers" classroom teaching behavior. Meanwhile, teachers" personality characteristics, teaching minds, teaching ability and teaching style are also reflected. When improving their professionalism, teachers should constantly monitor themselves and reflect on their classroom teaching deficiencies to promote the continuous development of teachers" specialization.

With the continuous expansion and deepening of research, the study of teachers" classroom teaching behavior has gradually become a common concern for researchers and primary and secondary school teachers. This study has also entered the area of expertise in the research of teaching reform. According to the different ways of teacher"s classroom behavior, it can be divided into main teaching behaviors, auxiliary teaching behaviors and classroom management behaviors. The main teaching behavior refers to the main behaviors of teachers which is performed in the classroom, including presentation behavior, dialogue behavior and guiding behavior. However, the auxiliary teaching behavior is oriented by the students or the specific teaching situation, which mainly includes the cultivation and stimulation of the students" learning motivation and effective class communication. To be honest, classroom management behavior is also an indispensable part of the realization of effective teaching, involving the management of problems about classroom behavior and the allocation of time.

3.Study Design

3.1 Research purpose

This thesis aims to ask some important questions during the process of pre-teaching, while-teaching and post-teaching to detect the cadet teacher’s mastery of effective classroom teaching behaviors. These behaviors will be evaluated by students in teaching practice school, instructors and the cadet teachers themselves. In this way, effective and ineffective classroom teaching behavior can be revealed.

3.2 Research problems

Teachers’ classroom teaching behavior is divided into three kinds of behaviors: pre-teaching, while-teaching and post-teaching, which we can also define as preparation, implementation and evaluation. The following questions will be raised from different aspects.

1. What are the factors affecting the effective classroom teaching of middle school students?
2. What problems do exist in the cadet teachers about their classroom teaching ?
3. Does the class performance of the cadet teacher satisfy the students?

3.3 research object

3.1 Research object (cadet teacher) basic information

The 50 English majors in Huaiyin Normal University who participated in the survey were mainly distributed to three middle schools in Huai’an- Beijing Road Middle School, Kaiming Middle School and Huaihai Middle School. These cadet teachers were divided into 6 groups. In each group, only one instructor takes charge of cadet teachers. Among them, 30 practice in junior high school, and the rest teach in high school. The main age group of students in the three middle schools is from 12 to 15 or from 15 to 18.

3.4 Research process

The author designs three tables according to pre-teaching, while-teaching and post-teaching. In the following three tables, the author will use Q1, Q2, Q3, Q4 to help generate the charts.

In pre-teaching part: Q1 refers to processing reading materials

Q2 refers to analyzing student’s learning condition

Q3 refers to achieving teaching three-dimensional goals

Q4 refers to setting the difficulty of teaching content

In while-teaching part: Q1 refers to presentation behavior

Q2 refers to dialogue behavior

Q3 refers to guidance behavior

In post-reading part: Q1 refers to organization structure

Q2 refers to teaching characteristics

Q3 refers to interaction

3.2 Pre-teaching behavior score sheet (score 1-3 is poor, 4-6 is good, 7-10 is excellent.)

Pre-teaching behaviors’ evaluation mainly includes the processing of reading material, the analysis of students" learning conditions from psychological or physical aspects, as well as the analysis of teaching objectives and students’ learning difficulties. To evaluate their pre-teaching behaviors, the cadet teachers can score themselves or turn to the instructor for some help. The score ranges from 1 point to 10 points. If their scores are between 1 point and 3 points, it is a poor performance. For example, if the cadet teacher get 2 points, that means he fails to process reading materials. If their scores are between 4 points and 6 points, it proves to be a good performance. If their scores are between 7 points and 10 points, it is obvious that their performances are excellent..

3.3 While-teaching behavior score sheet (score 1-3 is poor, 4-6 is good, 7-10is excellent.)

While-teaching behaviors’ evaluation mainly includes presentation behavior, dialogue behavior and guidance behavior. First of all, the presentation behavior’s evaluation includes contextual presentation, multimedia presentation and conversation presentation. In detail, the multimedia presentation involves using pictures or showing a short video for students. The dialogue behavior’s evaluation consists of oral praise, written praise and body language. The guidance behavior’s evaluation depends on whether there is a clear practice goal, whether the homework’s difficulty level keeps in line with students’ condition and whether teacher gives a timely feedback on student practice. When it comes to scoring, the teaching behavior is evaluated by tutor rating and team member rating. The score ranges from 1 point to 10 points. If their scores are between 1 point and 3 points, it is a poor performance. If their scores are between 4 points and 6 points, it is a good performance. For example, if the cadet teacher get 4 points, that means he can basically grab the context and generate the framework in presentation behavior. If their scores are between 7 points and 10 points, it is an excellent performance.

See appendix one, two, three for specific scores of cadet teacher’s behaviors in while-teaching.

3.4 Post-teaching behavior (evaluation behavior) score sheet (score 1-3 is poor, 4-6 is good, 7-10 is excellent. )

Post-teaching behaviors’ evaluation mainly includes self-examination, depending on whether cadet teachers talking with their colleagues about the classroom teaching behaviors after class and whether interacting with students. For this part, the teaching behavior is evaluated by tutor rating, team member rating and students rating. Here, the author adds student rating because students are the subjects of teaching and learning activities. They play very important roles of teaching class. The score ranges from 1 point to 10 points. If their scores are between 1 points and 3 points, it is a poor performance. If their scores are between 4 points and 6 points, it is a good performance. If their scores are between 7 points and 10 points, it is an excellent performance. For example, if the cadet teacher get 10 points, that means he succeeds in examining himself after class.

3.5 collection of data

Pre-teaching part: A total of 50 questionnaires were distributed to the cadet teachers in three middle schools for the evaluation of pre-teaching behaviors. Among them, 45 are effective.

What the teachers need to do is preparing lessons before class. What’s more, the processing of reading materials in one unit can reveals the levels of teaching one class. Usually, processing the reading material follows pwp mode, including pre-reading, while-reading, and post-reading. In addition, the preparation also involves helping the students review their learning words of the previous class and preview the upcoming content of this class. These are the scoring points for evaluating the behavior of teachers before class. The psychological and physiological characteristics of students are varying when they are aging. Especially, boys and girls in adolescence will like one teacher thus having affection for his or her class. On one hand, the beautiful or handsome heterosexual teachers are very popular among students because of their physiological characteristics. On the other hand, their psychological characteristics reveal that it is very easy for them to absorb and accept new things.However, defying the requirements of teachers or parents is also very common. Therefore, it is of great importance to grasp the physiological and psychological conditions of students’ learning. That is why knowing about students’ conditions is a key point of evaluating the classroom teaching behaviors.

The three-dimensional goals of teaching consists of knowledge aim, ability aim, and emotional aim, which reflects the core literacy of English. Furthermore, the literacy includes cultural character, language ability, thinking quality and learning ability.

How to design key points and difficult points in the teaching schedule is very important. The teaching key point is the main content of this lesson, where students should master the skill of acquiring knowledge. The teaching difficult point is that students will have difficulty understanding the knowledge and make the most of it in a flexible way. Only by accurately grasping the difficult points of teaching and using various teaching methods to break through those difficult points, can students master the learned knowledge and apply it to real life.

While-teaching part: A total of 50 questionnaires were distributed to the cadet teachers in three middle schools for the evaluation of while-teaching behaviors. Among them, 40 are effective.

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