课堂教学行为研究 (1).docx

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1、课堂教学行为研究项目设计者： 毕业院校：潍坊电大提交日期:X年X月X日课程名称:英语教育Classroom teaching behavior researchInvestigator：Li YuanyuanGraduate school: Weifang Radio & TV UniversitySubmitted date: XXCourse title: EnglishIIAcknowledgementAs time goes by, I will graduate from Weifang Radio & TV University. During this period, I hav

2、e learned a lot of knowledge. This attributes to my school, my supervisor, my students and my family. No amount of thanks will be adequate for my supervisor Liu Chunyu who supported my project and revised my paper carefully.Most thanks to my pupils without their participation and support the poject

3、implementation would not be applied into practice.Last but not the least, I am thankful for my family who encouraged and supported me from the beginning to the end.摘要近年来，有关英语教师教学的研究课题越来越多，对英语教师的要求也越来越高。经研究表明，英语教师的课堂教学行为将会直接影响到教学质量。同样，英语教师作为教学活动的领导者，只有具备良好的教学行为才能提高教学效果。本文基于这个前提对初中英语教师的教学行为进行研究，主要分析初中

4、英语课堂教学行为的特点、存在的问题，并针对这些问题提出了一些切实可行的对策。关键词：教学行为；课堂；英语；问题与对策AbstractAbstract：In recent years, there are more and more research topics about English teachers teaching, and the requirements for English teachers are more and more high. The study shows that the classroom teaching behavior of English teach

5、ers will directly affect the teaching quality. Similarly, English teachers as the leaders of teaching activities, only have good teaching behavior can improve the teaching effect. Based on this premise, this paper studies the teaching behavior of junior English teachers, analyzes the characteristics

6、 and existing problems of English classroom teaching in junior middle school, and puts forward some feasible countermeasures for these problems.Key words: teaching behavior, Classroom, English, problems and Countermeasures目 录AcknowledgementI摘要IIAbstractIII1 Introduction12 Problem13 Problem Analysis1

7、4 Project Objective35 Project Hypothesis36 Project Rationale37 Project Design68 Project Implementation69 Data Analysis710 Project Evaluation811 Conclusion8IV1 IntroductionUnder the background of the new curriculum, the research on classroom teaching behavior of junior middle school English teachers

8、is very hot, because English classroom teaching is a process of language input and output. English teachers are not only the main body of teaching implementation, but also the organizers, guides and participants of classroom teaching. Through classroom teaching, English teachers not only help studen

9、ts acquire linguistic and cultural knowledge and master the four basic skills of listening, speaking, reading and writing, but also effectively cultivate students to develop a good world outlook, outlook on life and values. The new curriculum requires English teachers to change their teaching concep

10、ts, to step out of the shackles of the traditional indoctrinating classroom teaching concepts, and to make a new orientation of their own classroom teaching forms, so as to effectively improve teaching behavior. I have been teaching English for many years. After a long-term observation of English cl

11、asses, I found that there are some problems in English classes, such as low interaction rate, bad atmosphere, and so on. The knowledge acquired by students in English classes can not achieve the desired results. Therefore, I did this research, trying to make a contribution to improving the teaching

12、behavior in English classes.2 Problem. I find that English classroom teaching is not student-centered, and there are some problems in English teachersteaching behavior, such as low level of questioning, less use of teaching language and so on.3 Problem Analysis In my opinion, there are several reaso

13、ns for the misconduct in English Classroom Teaching: one is the problem of teachers. English teachers neglect the importance of taking students as the main body in the process of preparing lessons and implementing teaching. It is difficult or too simple to ask questions, and there is less interactio

14、n with students, which to a certain extent affects the enthusiasm of students to participate in classroom learning. Second, studentsproblems. Some students are too lazy to learn, and have not corrected the attitude of learning, for teachers to take an attitude of teaching behavior to ignore, which i

15、s very unfavorable to the smooth progress of classroom teaching behavior. Of course, on the whole, improper English classroom teaching behavior is the root cause of the lack of English classroom atmosphere and studentslow interest in learning. Therefore, I decided to solve problems in teaching and i

16、mprove teachersteaching behavior so as to promote students learning of English. The following methods were used for analysis: cause analysis and questionnaire survey.3.1 reasons analysis3.1.1 teacher factorsEnglish teachers teaching behavior is largely influenced by teachers teaching beliefs. The ai

17、m of junior middle school English teaching is to improve studentscomprehensive ability of listening, speaking, reading and writing, and to develop students thinking and cultural accomplishment. Junior middle school English teachersteaching concepts are conservative or open, to a certain extent, to g

18、uide teachers classroom teaching behavior. Cultivating studentsbasic English ability is the basic teaching goal of English teachers classroom teaching. Whether students can use the language or improve their examination results determines the way English teachers behave in classroom teaching. At the

19、same time, if English teachers take English teaching as the teaching of language itself, then English teachers will regard language as a regular teaching, emphasizing the teaching of grammar in English teaching, which is also the current junior middle school English teaching commonly used traditiona

20、l teaching methods. If English teachers regard language as a tool of communication and communication in daily life, then English teachers pay attention to the function of language in teaching. English teachers will create practical teaching situations by means of games or activities so as to immerse

21、 students in the environment of language learning and fully mobilize studentsimplicit learning. Advantage of learning ability. The two perspectives of English teaching have their merits. The key lies in how English teachers can make students optimize their knowledge and internalize it into their own

22、 linguistic knowledge through their own teaching behaviors. Therefore, in English classroom teaching, English teachersteaching ideas play an important role in the influence of classroom teaching behavior.3.1.2 Student factorsStudentsinterest, attitude and methods in English learning are influenced b

23、y their needs, namely, cognitive needs and emotional needs. Students like English teaching, some students because English learning can enable them to effectively understand the language and cultural knowledge, and some students through English activities to fully express themselves, so as to get the

24、 attention and praise of teachers. At the same time, junior high school students from adolescence to adolescence is a transitional period, is psychological weaning period. According to Piagets theory of cognitive development stage, the students in this stage are in the stage of formal operation. The

25、y have obvious physical and psychological changes. They have a strong desire for knowledge and exploration spirit. They are sensitive to emotion and have strong self-esteem. Therefore, junior middle school English teachers should pay full attention to the studentscognitive structure and facies. Pass

26、 on life experience and emotions, attitudes and values, and understand the real needs of students.3.2 questionnaire surveyBy examining the studentsEnglish test results and interviewing the teachers, the students of two classes in the seventh grade of a middle school were selected for the pre-test. T

27、he pre-test includes: 1) English proficiency test; 2) questionnaire survey on FCM acceptance; 3) English learning motivation, attitude and interest survey. There are 85 students in the two classes, including 42 in the control class and 45 in the experimental class. The experimental class has complet

28、e teaching facilities. The students have the hardware conditions to learn micro-video by using e-schoolbags before class. The flipped classroom model based on e-schoolbags is used to teach, and the other class is used as the control class.In order to ensure the accuracy of the experiment, the two cl

29、asses are taught by the same teacher. Except for the different teaching modes, the other two classes, such as teaching schedule, classroom exercises, assignments and so on, try to keep consistent.4 Project ObjectiveMy research goal is to find out the problems existing in English classroom teaching b

30、ehavior and propose solutions so as to improve the English classroom.5 Project HypothesisBy improving English classroom teaching behavior, we can improve the efficiency of classroom teaching and the efficiency of students learning.6 Project Rationale6.1 constructivism theoryConstructivist learning t

31、heory has a profound impact on English Teaching in junior middle schools.1. Situations. Constructivist theory holds that knowledge and learning exist in a certain social background. Therefore, in the process of classroom teaching, English teachers make full use of multimedia information technology s

32、uch as word processing, sound, image, etc. to create a suitable real situation, so that studentslearning can be combined with the specific situation and be in the end. Teaching task. The contextuality in constructivism theory can not only stimulate studentsinterest in English learning, but also deep

33、en students understanding of knowledge and promote studentseffective application of English knowledge.2. Collaboration. Learning emphasizes the process of learning community cooperation and interaction to complete learning tasks. In English classroom teaching, the interaction between teachers and st

34、udents plays an auxiliary role in studentsunderstanding of learning content. There are a lot of activities organized in English classroom teaching. Students communicate and discuss under the guidance and organization of English teachers, such as group work, role play, etc. Dialogue (dialogue) and ot

35、her activities, so as to cultivate students interpersonal skills and teamwork spirit.3. Conversation. The conversation mainly embodies the question-and-answer between teachers and students as well as the group discussion and communication between students. It emphasizes the two-way interaction betwe

36、en teachers and students. Through the conversation between teachers and students, teachers and students can constantly affirm and revise their language thinking mode to achieve self-construction.4. Meaning construction. The core idea of constructivism is to emphasize the student-centered approach in

37、 English classroom teaching and the cultivation of studentsability to construct their own internal structures. Teachers are not only the presenters of knowledge, but also the supporters and guides of students knowledge construction. Effective teaching emphasizes the teaching process and pays attenti

38、on to the process of exploring new knowledge and acquiring new experience.6.2 Social interaction theoryThe theory of social interaction was put forward by Vogotsky, a Russian psychologist. He believes that learning takes place in the process of interaction between others and society, and knowledge c

39、omes mainly from human culture. This theory is applied to the interactive relationship between teachers and students in situational teaching of English language. English teachers encourage English teachers and students to communicate effectively in classroom teaching by carrying out interactive teac

40、hing, which emphasizes the communicative function between teachers and students. Therefore, it can enhance studentsflexible use of English language, shape the symbolic function of English language and enhance the communication and coordination between teachers and students.6.3 humanism theoryIn the

41、1950s, the theory of humanism rose in the United States, with Maslow and Rogers as its representatives. They believe that students are an emotional and thoughtful individual. Humanistic theory studies people as a whole, emphasizing that teachers should pay attention to the needs of studentsbelonging

42、 and love in classroom teaching. Students have learning potential and self actualization motivation. The humanistic view of learning emphasizes the innate learning tendency of the learners themselves and the student-centered educational principle. The theory holds that the core of modern education i

43、s human development, and education should be people-oriented and human centered. In English classroom teaching, studentsEnglish proficiency is uneven, and their learning abilities and attitudes are also different. Humanistic learning theory is devoted to the cultivation of students learning motivati

44、on and motivation. In classroom teaching, English teachers should rationally orientate the dialectical relationship between teaching and learning, respect students, experience and understand students, guide students to establish a sense of autonomy in learning, help students eliminate anxiety and pa

45、nic in English learning, emotionally, teachers and students resonate, thus stimulating studentsinitiative in autonomous learning. And creativity. For example, in English classroom teaching, the ingenious use of delay and pause strategies by English teachers, through eye contact with students, to eff

46、ectively convey hints to students, can be a good way to avoid in classroom teaching teachers through strong means (criticism, punishment and other forms) to manage students, resulting in rebellious psychology of students. . Under the guidance of humanistic learning theory, English teachers should no

47、t only teach students English knowledge, but also pay attention to the development of studentspositive emotion and healthy personality, and devote themselves to the cultivation of learning motivation and inner drive.7 Project Design Based on the experiment, this paper tries to test the teaching effe

48、ct of the E-schoolbag-based flip-flop classroom model in middle school English teaching, and whether the model has an impact on middle school studentsinterest, motivation and concepts in English learning.8 Project ImplementationIn this study, Kirkpatricks four-level model was used to evaluate the effect of the flip-over classroom teaching model based on e-schoolbag. The first layer is the reaction layer, which investigates the studentssatisfaction with the model and measures whether the trainees like the model and participate in moderation through questionnaires. The second layer is the l