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菏泽学院本科生毕业设计(论文)菏泽学院Heze University本科生毕业设计(论文)题目 Transformation of Teachers Role in Inquiry Learning研究性学习中教师角色转换姓名* 学号 2007040033系 别 外国语系 专业 英语 指导教师 张* 职称 讲师 2011年5月20日菏泽学院教务处制Transformation of Teachers Role in Inquiry LearningAThesis Presented toForeign Languages DepartmentHeze UniversityIn Partial Fulfilment of the RequirementsFor the Degree of Bachelor of ArtsBy *Under the Supervision of *May, 2011研究性学习中教师角色的转换英语专业学生 *指导教师 *摘要:研究性课程的开设作为我国高中课程改革的生长点和突破口备受人们的关注,它所反映的课程理念为我们指出了中国改革的希望之路。研究性学习不单只是学生学习方式的转变,也是教师的教育观念,教学行为的一个根本性转变,为了能适应开展研究型学习的要求,更好的为教学活动服务,要求对教师在教学活动中的角色进行转变进行研究。在教学过程中教师必须提高课程开发的意识与能力,尤其要学会课程具体目标的设计和学习内容的选择与组织,进而完成从被动的执行者转变为主动的开发者,从知识的传授者转变为课题研究的指导者的转换。因此,依据现有研究,笔者对研究性学习中教师角色在教师实际教学中的应用作了探讨,并期望能够通过教师角色转换为教师提供新的教学方法,进而提高教学效果。关键词:研究性学习; 教师角色; 角色转换The Transformation of TeachersRole in Inquiry LearningStudent majoring in English * Tutor *Abstract:The inquiry learning curriculum as a breakthrough and development of Senior High Schools curriculum reform has been paid more attention by people. The curriculum concept reflected by it points out a hopeful route of Chinese education reform. Inquiry learning is not only a complete change of students study method, but also a change of teachers educational concept and teaching behavior. In order to adapt to the demands of inquiry learning and make better service for teaching,requi teachers must improve their consciousness and ability to explore curriculum, especially learn the design of concrete object and the choice and organization of study content. The teachers role shifts from a passive executive to an active exploiter, from a knowledge imparting teacher into a project research guider. Therefore, based on present research, the writer gives the following discussion on the transformation of teachers role qin inquirying learning. Through the discussion, the writer intends to the transformation to provide teacher with new teaching approach and improve the effect of teaching.Key words: inquiry learning teachers role;the role of transformationCONTENTS摘要.iAbstract.iiIntroduction.11 Literature Review.12 Differences between Inquiry Learning and Traditional Approach.22.1 Importance of Inquiry Learning.22.2Differences.3 2.2.1 Teaching focus.4 2.2.2 Assessment Way.4 2.2.3 Teaching system5 2.2.4 Teaching Plans.53 Transformation of Teachers Role in Inquiry Learning.53.1 Learner.53.2 Organizer.63.3 Collaborator.6 3.4 Participator.63.5 Reasercher.63.6 Conductor.83.7 Motivator.94 Tentative Suggestions for Teachers in Inquiry Learning.10Conclusion.11Bibliography.12Acknowledgements.13IntroductionIn order to foster students innovation spirit, inquiry learning curriculum has been set up since 2003. As a common scientific approach, it has been widely used in foreign countries. Inquiry learning is not a new techniquein fact, it goes back to education philosopher John Dewey(but it does stand in contrast to the more structured, curriculum-centered framework of todays schools). For modern education, memorizing facts and information is not the most important skill in todays world. Facts change, and information is readily available whats needed is an understanding of how to find and make sense of the mass of data, and use relevant information for specific purposes. Investigations are to obtain factual information, build knowledge that answers their original question, then evaluate and report on their findings. During the process, students are encouraged to observe carefully, think critically and analyse their discoveries; explore possibilities, construct their own interpretations, and debate and defend their conclusions. Because students have ownership over the process their learning becomes a rich and meaningful experience. Inquiry learning is a process where students formulate investigative questions, carry out research using a series of structure.In order to adapt to this new circumstance, teachers had better give up their traditional role and receive this challenge to be an inquiry teacher. During this process, not only students but also teachers should transfer their concept and action. Facing this change, the teacher must transfer their educational concept of the absolute authority and become students collaborator, motivator, participator, conductor and researcher, and also helping teachers inquire into their own teaching practice so that they can become better teachers.1 Literature ReviewInquiry learning is a learner-centered approach that emphasizes higher order thinking skills. It may take several forms, including analysis, problem solving, discovery and creative activities, both in the classroom and the community. Most importantly, in inquiry learning students are responsible for processing the data they are working with in order to reach their own conclusions. Suhomlinski once reveals the nature of:“Only education can motivate students to self-education, education is the real learning.”Inquirying learning is such a study truly reflect the nature of the new courses. Of course means that students learning under the guidance of teachers, according to their interests, hobbies and conditions, to select a different research topic, conduct research independently, from creative spirit and creative ability of a program. It is the students subject area or across disciplines to identify research topics selected in order to cultivate and enhance student development and creativity as the core, to stimulate the potential development of the personality and the perfect personality-centered, active participation, collaboration, self-development explicit features of the main exploratory study of the learning process. Creation and exploration of its new era educational reform direction and trends. Liu set a “traditional eight-course disadvantages,”said: “abandoned the traditional curriculum at least two of the most valuable things: one is relative to the research of the research process and the other is the subject of scientific research - the people themselves. ”research program in the traditional courses to make up the deficiency. Research study is based on student-centered teaching model, teachers guide the sidelines, which is very different from the previous teaching model. In the research study, the teachers are the organizers, participants and mentors. Teachers from the course organizers, perpetrators of research into the guidance of the learning process and participants. Students from the past passive learning to the students the entire process of learning, research, including selection, collection and processing of information and even reach a conclusion. Inquiry learning provides opportunities for students to experience and acquire processes through which they can gather information about the world. This requires a high level of interaction among the learners and the teachers, the area of study, available resources, and the learning environment.As the present research on this field is still little, the aim of the thesis is not only to share personal ideas but also to let the world pay enough attention to this field.朗读显示对应的拉丁字符的拼音字典2010商务工具译者工具包关于 Google 翻译博客隐私权政策帮助2 Differences between Inquiry Learning andTraditional Approach 2.1 Importance of Inquiry Learning An old adage states: “Tell me and I forget, show me and I remember, involve me and I understand.” The last part of this statement is the essence of inquiry learning. Inquiry implies involvement that leads to understanding. Furthermore, involvement in learning implies possessing skills and attitudes that permit you to seek resolutions to questions and issues while you construct new knowledge. “Inquiry” is defined as “a seeking for truth, information, or knowledge - seeking information by questioning.” Individuals carry on the process of inquiry from the time they are born until they die. This is true even though they might not reflect upon the process.Unfortunately, our traditional educational system has worked in a way that discourages the natural process of inquiry. Students become less active to ask questions as they move through the grade levels. In traditional schools, students learn not to ask too many questions, instead to listen and repeat the expected answers. Some of the discouragement of our natural inquiry process may come from a lack of understanding about the deeper nature of inquiry-based learning. There is even a tendency to view it as “fluff” learning. Effective inquiry is more than just asking questions. A complex process is involved when individuals attempt to convert information and data into useful knowledge. Educators must understand that schools need to go beyond data and information accumulation and move toward the generation of useful and applicable knowledge with a process supported by inquiry learning. In the past, our countrys success depended on our supply of natural resources. Today, it depends upon a workforce that “works smarter.”Through the process of inquiry, individuals construct much of their understanding of the natural and human-designed worlds. Inquiry implies a “need or want to know” premise. Inquiry is not so much seeking the right answer - because often there is none - but rather seeking appropriate resolutions to questions and issues. For educators, inquiry implies emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind that will enable individuals to continue the quest for knowledge throughout life.Inquiry learning is not something to be defined once and for all on paper. It is something to be developed in the classroom in particular school or curriculum contexts. Exactly how it is developed depends on professional judgments. These judgments will be underpinned by professional values, by what we think is really important in education. Questioning is the heart of inquiry learning. Students must ask relevant questions and develop ways to search for answers and generate explanations. Emphasis is placed upon the process of thinking as students interact with issues, data, topics, concepts, materials and problems. Divergent thinking is encouraged and nurtured as students recognize that questions often have more than one “good” or “correct” answer. Such thinking leads in many instances to the development of additional questions. In this way, students come to the realization that knowledge may not be fixed and permanent but may be tentative, emergent, and open to questioning and alternative hypotheses. One of the important missing pieces in many modern schools is a coherent and simplified process for increasing knowledge of a subject from lower grades to upper grades. Students often have difficulty understanding how various activities within a particular subject relate to each other. Much more confusion results when the learner tries to interrelate the various subjects taught at school. Too little effort is devoted to defining important outcomes at the end of high school and planning backwards and across subjects. Inquiry learning can help make these connections. Specific content such as photosynthesis has much more relevance for the learner if set in a larger context of understanding the interrelationship of the sun, green plants, and the role of carbon dioxide and water. Social studies content, such as industrial development, set in the context of interrelating changes in the human-designed world can add new perspectives to this important natural process. Students can still learn content of both science and social studies, but through a series of well-planned experiences, they will grasp the larger conceptual context and gain greater understanding. Within a conceptual framework, inquiry learning and active learner involvement can lead to important outcomes in the classroom. Students who actively make observations, collect, analyze, and synthesize information, and draw conclusions are developing useful problem-solving skills. These skills can be applied to future “need to know” situations that students will encounter both at school and at work. Another benefit that inquiry learning offers is the development of habits of mind that can last a lifetime and guide learning and creative thinking. 2.2 DifferencesThe traditional approach and inquiry learning have many differences, they are completely two different systems. In general, the differences can be divided into four parts:2.2.1 Teaching Focus The traditional approach to learning is focused on mastery of content, with less emphasis on the development of skills and the nurturing of inquiring attitudes. The current system of education is teacher centered, with the teacher focused on giving out information about “what is known.” Students are the receivers of information, and the teacher is the dispenser. The inquiry approach is more focused on using and learning content as a means to develop information-processing and problem-solving skills. The system is more student-centered, with the teacher as a facilitator of learning. There is more emphasis on “how we come to know” and less on “what we know.” Students are more involved in the construction of knowledge through active involvement. The more interested and engaged students are by a subject or project, the easier it will be for them to construct in-depth knowledge of it. Learning becomes almost effortless when something fascinates students and reflects their interests and goals. 3.1.2 Assessment WayMuch of the assessment of the learner is focused on the importance of one right answer. Traditional education is more concerned with preparation for the next grade level and in-school success than with helping a student learn to learn throughout life. While in inquiry learning, assessment is focused on determining the progress of skills development in addition to content understanding. Inquiry learning is concerned with in-school success, but it is equally concerned with preparation for life-long learning. 3.1.3 Teaching System Traditional classrooms tend to be closed systems where information is filtered through layers to students. In general, the use of resources is limited to what is available in the classroom or within the school. Use of technology is focused on learning about the technology rather than its application to enhanced learning. However, inquiry classrooms are open systems where students are encouraged to search and make use of resources beyond the classroom and the school. Teachers who use inquiry can use technology to connect students appropriately with local and world communities which are rich sources of learning and learning materials.3.1.4 Teaching Plans Teaching plans are used to organize the various steps in the learning process for the whole-class approach. On-target questions that would tend to cause deviations from the plan are met with, “We will get to that later.” However, in inquiry learning, they replace teaching plans with facilitated learning plans that account for slight deviations while still keeping an important learning outcome in focus. They meet on-target questions with, How do you suggest we investigate that question? Despite of the obove differences,Another issue regarding inquiry learning has to do with a misconception about when to do inquiry. Inquiry is not only done in laboratory or group work - it can also be done in lectures that provoke students to think and question. Teachers often discount the fact that when they are giving talks or lectures to students. The students, if engaged, are applying listening and observing skills - using their senses. If teachers focus more on “how we come to know” by presenting evidence and information and encouraging student questioning, then talks can even become powerful inquiry models for students. Collaborative meaning-making can take place through discourse. For example, when discussing the internal structure of the earth, a teacher will often give the students information about just the names and sizes of these earth layers, or the “what we know.” But what really is important and intriguing for the student is the “how do we know?” about these structures. No one has been down there, and physical probes have only scratched the surface. To enhance inquiry learning, the teacher should explain that indirect scientific evidence, mainly the transmission and reflection of different kinds of earthquake waves, provides much of our understanding about the internal structure of the earth. This approach provides the student with the opportunity not only to learn the names and sizes of the structures but, more importantly, to ponder and question the nature of indirect scientific evidence as well. Thus, an inquiry approach can help students connect science with the scientific method. Students learn to apply the method to various fields of study while coming to understand their content. In the traditional approach to language teaching, the t

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