微格教学训练对英语师范生基本教学语言毕业论.doc

浙江教育学院本科毕业论文（设计）（ 届）题 目微格教学训练对英语师范生基本教学语言 学 院 外国语学院 专 业 英语 班 级 03英语本科班 学 号 学生姓名 指导教师 完成日期 2007年5月16日 浙江教育学院本科毕业论文（设计）手册目录一、浙江教育学院本科毕业论文(设计)正文（2XXX页）二、浙江教育学院本科毕业论文(设计)过程管理材料（XXXX页） （一）本科毕业论文 (设计)工作记录卡XXX（二）本科毕业论文 (设计)任务书XXX （三）本科毕业论文 (设计) 开题报告XXX （四）本科毕业论文 (设计) 文献综述XXX（五）本科毕业论文 (设计)外文翻译XXX（六）本科毕业论文 (设计)指导教师评语表XXX（七）本科毕业论文 (设计)评阅教师评语表XXX （八）本科毕业论文 (设计) 答辩委员会评语表XXX （九）本科毕业论文 (设计) 答辩记录表XXX注意：样版中的“XXX”表示待定页码内容，请根据实际内容填写，下同。第 一 部 分毕业设计(论文)正 文浙江教育学院本科毕业设计(论文)目 录注：此处的摘要提纲的页码还是用数字标注，不是I、 II！Abstractii摘要iiOutlineiii提纲iv1. Introduction12. Literature review22.1Microteaching22.1.1 Definition of microteaching22.1.2 Feedback as an important factor of microteaching32.2Definition and classification of basic language of instruction competence (BLIC)32.3 Relationship between microteaching and BLIC33. The impact of microteaching training on pre-service English teachers BLIC cultivation43.1 Research questions43.2 Research design43.2.1 Subjects43.2.2 Research methods43.3 Findings and discussion53.3.1 Improvements of BLIC53.3.2 Attitude towards the BLIC deficiencies73.3.3 Attitude towards the impact of microteaching training on BLIC cultivation83.3.4 Feedback on trainees two different performances from supervisors and peers84. Suggestions on microteaching training94.1 Paying more attention to BLIC94.2 Giving more feedback104.3 Reinforcing the supervision of improving the BLIC105. Conclusion11Works Cited12Appendix13A Survey Study of the Impact of Microteaching Training on Pre-service English Teachers BLIC CultivationGuo HuashenAbstract: The paper adopts the definition and classification of basic language of instruction competence (BLIC) put forward by Meng Xiankai as the major theoretical basis of this study. With a view to exploring the impact of microteaching training on pre-service English teachers basic language of instruction competence cultivation, the author carries out a questionnaire survey at random among sixty pre-service English teachers who were enrolled into Zhejiang Normal University in the year of 2003 and chooses the quantitative approach to analyze the results. It shows that microteaching training helps to cultivate pre-service English teachers BLIC to a great extent, but its deficiencies lie in the evaluation of the students performance in the process of microteaching training, the supervision of the students improvement in their BLIC shortcomings, etc. In view of these problems, the author makes some suggestions on improving microteaching training.Key words: microteaching; pre-service English teachers；basic language of instruction competence(BLIC)；questionnaire survey 微格教学训练对英语师范生基本教学语言技能培养影响的调查研究郭华申摘要: 本文以孟宪恺对基本教学语言技能的定义和分类方法为研究的主要理论指导，对浙江师范大学2003级六十名英语师范生就微格教学训练对英语师范生基本教学语言技能培养的影响进行了随机抽样问卷调查，并对调查结果进行了定量分析。研究表明，微格教学训练对英语师范生基本教学语言技能的培养有很大的帮助，但在对学生在训练中的表现的评价以及对学生在改进自身基本教学语言技能缺陷的监督等方面存在一定的不足。鉴于这种情况，笔者提出了一些对微格教学的改进建议。关键词： 微格教学；英语师范生；基本教学语言技能；问卷调查A Survey Study of the Impact of Microteaching Training on Pre-service English Teachers BLIC CultivationOutline1. Introduction2. Literature review2.1 Microteaching 2.1.1 Definition of microteaching 2.1.2 Feedback as an important factor of microteaching 2.2 Definition and classification of basic language of instruction competence (BLIC)2.3 Relationship between microteaching and BLIC3. The impact of microteaching training on pre-service English teachers BLIC cultivation3.1 Research questions3.2 Research design3.2.1 Subjects3.2.2 Research methods 3.3 Findings and discussion3.3.1 Improvements of BLIC 3.3.2 Attitude towards the BLIC deficiencies 3.3.3 Attitude towards the impact of microteaching training on BLIC cultivation 3.3.4 Feedback on trainees two different performances from supervisors and peers 4. Suggestions on microteaching training 4.1 Paying more attention to BLIC 4.2 Giving more feedback 4.3 Reinforcing the supervision of improving the BLIC 5. Conclusion 微格教学训练对英语师范生基本教学语言技能培养影响的调查研究提纲1. 导言2. 文献综述2.1 微格教学的定义及反馈 2.1.1 微格教学的定义 2.1.2 微格教学的重要组成部分反馈2.2 基本教学语言技能的定义和分类2.3微格教学与基本教学语言技能的关系3. 微格教学训练对英语师范生基本教学语言技能培养的影响3.1 研究问题3.2 研究设计3.2.1 研究对象3.2.2 研究方法3.3 发现与讨论3.3.1 基本教学语言技能的提高 3.3.2 对基本教学语言技能缺陷的态度 3.3.3 对微格教学训练对英语师范生基本教学语言技能培养的影响的态度3.3.4 指导老师及同伴对受训者两次不同表现的反馈4. 对微格教学训练的建议4.1更多关注基本教学语言技能4.2 给予更多的评价反馈4.3 加强对改进基本教学语言技能的监督5. 结论A Survey Study of the Impact of Microteaching Training on Pre-service English Teachers BLIC CultivationFLC 2003（07）（English）Guo HuashenTutor: Hu Meixin1. Introduction Microteaching was created by Dwight Allen and his colleagues at University of Stanford in 1963 and was an approach of training pre-service teachers and in-service teachers teaching skills (胡淑珍 3). It is based on modern educational theories, advanced media information technology and theory of feedback and teaching assessment (汪振海 and 张东慧, qtd. in陈红 84 ). For microteaching exercises, trainees chose as their special focus, in descending order of frequency, alone or in combination: matching body language, giving encouragement, observance of appropriate distance/closeness, matching verbal sensory preferences, eye contact, and pacing and leading (Elvira et al. 906). It mainly employs video facilities to live video trainees teaching behavior and then analyzes and assesses it to make the trainees master certain teaching skills in a short period. Microteaching had been gradually adopted by some countries as an approach to train teaching skills and techniques toward the end of 1970s, and some Chinese scholars began to introduce this training approach into China (汪振海 and 张东慧, qtd. in陈红 84) .Teaching competence is one of the most important qualities for qualified pre-service teachers. One crucial aspect of teachers teaching competence is the basic language of instruction competence (BLIC), for teachers need to convey their ideas and thoughts to their students through language, especially English teachers. English teachers BLIC plays an important role in classroom teaching, because English is a foreign language and teachers BLIC has directly influence on students English level of competence. As a result, pre-service English teachers should cultivate their basic language of instruction competence well before they graduate and serve as teachers. That is to say, pre-service English teachers BLIC should be paid more attention to. However, a number of problems exist in pre-service English teachers BLIC and its cultivation. According to Powell, pre-service teachers generally understand the process of teaching but are not aware of classroom dynamics or what students should do (qtd. in Wilkinson 211). Besides, as is known to all, microteaching is being widely used nowadays to facilitate the pre-service English teachers teaching skills. As Allen stated, “microteaching scales down the teaching experience by reducing the numbers of students, the length of the lesson and the complex process of teaching into manageable parts (qtd. in Wilkinson 212) .” However, whether microteaching training is carried out effectively and pre-service teachers benefit from the training or not are the questions for us to explore. With this purpose in mind, the author interviewed the supervisors of microteaching training and some pre-service English teachers of Zhejiang Normal University who had experienced two microteaching practices. The supervisors pointed out that the deficiencies of these pre-service English teachers BLIC were distinct, while the improvement of these pre-service English teachers BLIC through microteaching practices was limited. Some students also admit that they lack the BLIC and the functions of microteaching practices on cultivating their BLIC are not obvious. Based on the interview, the author conducts this study as an attempt to explore the impact of microteaching training on pre-service English teachers BLIC. The study is based on some pre-service English teachers who were enrolled into Zhejiang Normal University in the year of 2003. These pre-service English teachers experienced two microteaching practices and have an impressive impression of microteaching, so they can offer valuable information to this study. Besides, a good many of scholars and researchers have conducted studies on microteaching, which enables the author to make a reference to their study results. Moreover, little research has been done on the impact of microteaching training on pre-service English teachers BLIC. The author hopes that this study can find out the impact of microteaching training on pre-service English teachers BLIC and the problems existing in microteaching practices, and then make some suggestions on microteaching training. 2. Literature review 2.1 Microteaching 2.1.1 Definition of microteaching Different scholars have given different definitions to microteaching：Dwight Allen，the chief creator of microteaching defined microteaching as a controlled system of practice which makes it possible that the pre-service teachers collectedly solve a specific teaching behavior or carry out studies under controlled conditions. While G. Brown who had taught at British New University of Ulster said that microteaching was a simplified, specified teaching enabling students to master it. (qtd. in 荣静娴and 钱舍 1) Besides, the microteaching research group of Beijing Institute of Education arrived at a definition of microteaching after six years practice and research. They hold the view： Microteaching was a controlled system of practice which makes it possible that the pre-service teachers and in-service teachers collectedly solve a specific teaching behavior or carry out studies under controlled conditions and it was a method of training teachers teaching skills systematically which was constructed on the basis of education and teaching theories, audio-lingual theory and techniques. (孟宪恺 1) This definition is developed on the basis of Allens definition and becomes more complete and adaptable to our Chinese situations, so the author adopts it as the definition of microteaching in this paper.2.1.2 Feedback as an important factor of microteaching One of the most important factors of the basic microteaching model in teacher education is the feedback obtained from supervisors, learners, and peers and from technical aids such as audio and video recordings (Allen and Ryan, qtd. in Perlberg et al. 177). Giving accurate feedback and appropriate evaluation on the trainees role-play process in time is critical to their improvement through microteaching training (郭友6). It is a fact that your tutor, who is an experienced teacher, your teaching fellow is going through it with you and there are a lot of things that theyll pick up on as well, that you can benefit from, and that theyre not going to do that in the middle of your lesson and leap up and go (Louise, qtd. in Wilson and IAnson 359). There are two functions of the feedback. First it provides the trainee with information regarding his behavior enabling him to design behavioral changes; and secondly, it facilitates the process of self-confrontation by triggering a cognitive dissonance which stimulates the psychological climate conductive to change (Festinger et al., qtd. in Perlberg et al. 177) . 2.2 Definition and classification of language of instruction competence (BLIC) According to Meng Xiankai, language of instruction is the language teachers using in the process of illustrating textbooks, imparting knowledge, organizing practice, continuously arousing students active learning mood and language of instruction competence is the main guarantee for teachers to finish teaching tasks (43).The basic language of instruction (BLIC) and special language competence are the two components of language of instruction. BLIC consists of eight aspects phonetic sound, speaking, speaking volume, speaking speed, intonation, rhythm, vocabulary and grammar (孟宪恺 45-47). 2.3 Relationship between microteaching and BLICAs for the research on relationship between microteaching and BLIC, foreign scholars conducted a lot. The most outstanding scholars are Dwight Allen of University of Stanford, G. Brown who had taught at British New University of Ulster, Cliff Turney of Australian Sydney University and so on. Moreover, the foreign scholars had two different points of view on the basic task of microteaching:One viewpoint was that the basic task of microteaching was to train each teaching skills one by one, but not to cultivate and practice comprehensive teaching competence, and microteaching lays emphasis on how to use special teaching skills rather than on solving the problem about when and exploring what teaching skills in the whole teaching process of lessons; the other viewpoint doubted whether the complicated teaching competence can be trained and obtained through dividing it into more simple components of skills and behavior, and pointed out that no direct experimental research evidence and theoretical basis could show the especial importance of the selected teaching skills. (孙立仁 2) According to these two different viewpoints, foreign scholars put forward different microteaching models. And these microteaching models showed that microteaching practices helped to the improvement of teaching skills, such as the BLIC. 3. The impact of microteaching training on pre-service English teachers BLIC cultivation3.1 Research questions This paper intends to mainly explore the following three questions: 1）What is the impact of microteaching training on pre-service English teachers BLIC? 2）How is this impact achieved in the microteaching training? 3) What is the pre-service English teachers attitude toward microteaching training? 3.2 Research design 3.2.1 Subjects The subjects are the pre-service English teachers who were enrolled into Zhejiang Normal University in the year of 2003. Most of them are between 20-22 years old and were with three years educational training of English foreign language. They are chosen for two reasons. Firstly, most of them will become English teachers after graduation, so BLIC is really vital to them. Secondly, they had experienced two microteaching practices, so they have authentic impression and good thoughts of practices. As a consequence, the author chose sixty among them at random who answered the questionnaire in this study. 3.2.2 Research methods This study adopts the method of questionnaire survey and quantitative analysis approach. Sixty pre-service English teachers were chosen at random to do questionnaire designed by the author. The questionnaire consists of eleven multiple choices covering the above three research questions and is written in Chinese for reading convenience. All the questionnaires were collected immediately after the subjects had finished them. Fifty-seven questionnaires were valid ones and were used to analyze for this study. The author chooses the quantitative approach to analyze the results of questionnaire survey. The figures of the survey results are expressed in terms of a percentage to show the tendency of the impact of microteaching training on pre-service English teachers BLIC cultivation. 3.3 Findings and discussion 3.3.1 Improvements of BLIC According to the survey results, among the 57 pre-service English teachers, 78.95% feel that their BLIC is just so-so, and among the rest of them nearly equally feel their BLIC pretty good, very good or relatively poor, rather poor before the first microteaching training. To be exact, 3.51% feel that they are very good at BLIC and 7.02% think their BLIC is pretty good, while 5.26% feel their BLIC relatively bad and rather bad respectively. Thus these subjects are not quite confident in their BLIC and realize their deficiencies in BLIC according to the research data. As for the deficiencies and improvements of these trainees, the following two diagrams show their deficiencies that are discovered in the first microteaching training, and improvements that are made in the second training. Figure 1. Percentage of the Number of Trainees Who Find Their Deficiencies in BLIC During the First Training Generally speaking, during the first microteaching training, most of them discovered their deficiencies in the eight aspects of BLICphonetic sound, speaking, speaking volume, speaking speed, intonation, rhythm, vocabulary and grammar. We can know that they are mostly weak in speaking speed, intonation and rhythm in their first training. The percentages of the three aspects of BLIC are respectively 40.35%, 52.63%, and 43.85%. Besides, we can know that about one third of these pre-service English teachers are poor in phonetic sound, vocabulary and grammar, and nearly a quarter of them are weak in speaking and speaking volume. (See Figure 1) In the second microteaching training, most of them improved some aspects of their BLIC. Coincidentally, they improve mostly in the same three aspects of their BLIC speaking speed, intonation and rhythm in the second training as showed in the first training. The percentages are respectively 21.05%, 26.32%, and 35.09%. And about 15% of them improve their skills in pho