研究方法及教师个人职业发展英文版(ppt 46页).ppt

ActionResearch:fromTeacherCraftsmantoTeacherResearcher,GuYueguoBeijingForeignStudiesUniversityGuygGuyueguo,MainHeadings,1Discoverandunderstandourselves2Modelsofresearch3Howtodoclassroom-basedactionresearch4Howtowriteactionresearchreport,1,Discoverandunderstandourselves,Whatarewedoingeveryday?(1),readthetextorlistentothecassetteforthenextdaysclass;scantextbooksandlibrariesforappropriateexamplesofthelanguageandtargetedexercisestoincludeintheirintendedlessonplans,shoutatthetopofourvoicetoaclassofstudents;leave&markassignmentsfindoutwhystudentshavemadecertainkindsofmistakesandwhytheyhavebehavedincertainways,andlookforremedies.,Whatarewedoingeveryday?(2),ExhaustedattheendofthedaysworkNotexhaustedbutnotimeCannotgotoconferencesforlackoffundingCannotgotoconferencesforthedepartmentheaddoesnotliketointerrupttheflowthetimetablelibraryresourcesareextremelylimitednowaytopublish,TeacherDevelopment:buildingupourstrength,Teachercraftsman,Actionresearch,Reflectivemodel,Teacher/researcherwithprofessionalism,Teacherdevelopment,CraftmodelAppliedsciencemodelReflectivemodel,ModelsofTeacherDevelopment,Thecraftmodel,Appliedsciencemodel,theoreticalstudiesoflanguage,bytheoreticallinguists,applicationoftheoreticalknowledgetolanguageteaching,byappliedlinguists,training,programmesdesignedand,offeredtotrainees,periodicup-dating(in-service,training),teachingpractice,professionalcompetence,Reflectivemodel,2,Modelsofresearch,ModelforscienceandtechnologyModelforsocialsciencesandhumanitiesActionresearchmodel,Observation,ScientificModel,hypothesis,Experiments,Law,informulasormathematicalterms,Verifiable&generalizable,subjective,objective,Demo,ResearchModelforSocialSciencesandHumanities,EmulatethescientificmodelModelingtheleadingfiguresItvariesfromdisciplinetodiscipline,Observation,EmulatingScientificModel,hypothesis,So-calledexperiments,generalizations,Quasi-objectivefindings,subjective,Quasi-objective,ActionResearchModel(1),aresearchmethodologybasedonreal-worldexperienceInitialideafact-findingactionplanimplementationmonitoringrevisionamendedplanandsoonthroughthecycle.,ActionResearchModel(2),Theactionresearchhencehasthefollowingfeatures:itisparticipant-drivenandreflectiveitiscollaborativeitleadstochangeandtheimprovementofpractice,notjustknowledgeinitselfitiscontext-specific.,Classroom-basedactionresearchmethodologyandprocedure,IdentifyaProblem,WorkoutalistofproblemsyouhaveencounteredinyourteachingChooseONEthatissuitableforyourselfUsetheseparametersasyouryardsticks:Isitrelevanttoclassroomteaching?Isitwithinyourcontrol?Isitwithintheresourcesavailabletoyou?Isittoopersonalordoesithaveapublicvalue?,Problemsforyoutothinkabout,TeacherA:MyproblemisthatIalwaysfeelexhaustedafterdealingwithanoisyclassroomfilledwith70students.TeacherB:Ispendalotoftimecorrectingmystudentserrorsintheirwriting,buttheyalwaysseemtomakethemagain.TeacherC:Tome,themostdifficultthingishowtoarousethestudentsinterestinEnglish.TeacherD:MyprobleminteachingEnglishismainlyfinancial:alotofmiddleschoolsarefacedwiththelackofeducationalfunds.TeacherE:Ifclassroomteachingfocusesoncommunicativeaims,thenstudentsdobetterinspeakingandlisteningthaninwritinganddoinggrammarexercises,buttheexamconcentratesonlyonwrittengrammaticalcontents.,Problemanalysis,theanalyticmethodSocraticdialoguecauseanalysisquestionnairesobservationbrainstorming,AnalyticMethod,Lacloseexaminationofthewaytheproblemisstated.Withsuchmethod,youcanexploretheconsequencesandimplicationsoftheproblem.E.g.Someofmystudentsdontliketodopairwork,Analyticmethod:ademo,“Someofmystudents”notallSomeofmystudentsdontliketodopairworkSomeofmyotherstudentsdolikepairworkWhysomedont,whileothersdo?Whoarethesomethatdont?Andwhoaretheothersthatdo?“Mystudents”vs.mycolleaguesstudentsWhataboutsomeofmycolleaguesstudents?Isitalsothecasethattheydontlikedoingpairwork,either?If,ontheotherhand,allofmycolleaguesstudentslikedoingpairwork,thenmyproblemisactuallycausedbymyself,notbymystudents.ProbablythepairworkIaskedmystudentstodowaspoorlydesign.,SocraticDialogue,Socraticdialogue-BymakingaSocraticdialogue,youaskyourselfaseriesofintelligentquestionsandtrytoanswerthematthesametime.Youoftendrawanalogiestoseeiftherearefatalcontradictionsorinconsistenciesinyourthinkingortoseeifyoucanlearnanythingfromanalogies.,Socraticdialogue:ademo,MrSocrates,someofmystudentsdontlikepairwork.Whydoyoutellmethis?BecauseIneedyouradvice.Iwanttomakethemenjoydoingit.Doyoulikeeatingfish?Notreally.Why?Becausefishhasanauseatingsmell.Whydoyourstudentsnotlikedoingpairwork?Becausebecauseerdoingpairworkislikeeatingfish,erdontlikeeatingfishbecausestudentsdontlikedoingpairworkbecauseahthepairworksmells.Ah.Areyousayingthattheydontlikepairworkbecausethepairworkisnotwelldesigned?Well,itislikely.Butsomeofmyotherstudentslikedoingit.Doesyourhusbandlikeshoppingwithyou?Hedoesnt,buthestillgoesshoppingwithme.Why?BecauseIaskedhimto,andhedoesntliketohurtme.Whydosomeofyourotherstudentslikepairwork?BecausebecauseIaskedthemto,andtheydidntliketodisobeyme.,Socraticdialogue:real-lifeexample,乙：请问贵厂有高级工程师几名？甲：没有。乙：工程师几名？甲：也没有乙：技术员呢？甲：两名乙：再问一句，两名技术员任职资格由什么机构评定？甲：是由厂务会议决定，职代会通过的。乙：有没有国家颁发的同意职称证书？甲：暂时没有。乙：没有有外聘工程师，技术员？甲：也没有。,乙：既然这样，我想请教被告，xx仪器系一种高级紧密仪器，贵厂既没有工程师，也没有国家统一考核评定的技术员，又没有外聘技术骨干，你们是怎么保证xx仪器达到国家统一质量标准呢,CauseAnalysis,lcauseanalysis-asitsnametellsyou,istolookforthefactorsthatyouthinkcausetheproblem.Whenyoudocauseanalysis,youkeepaskingwhy-questions(why?)andbecause-questions(Isitbecause.?),Questionnaire,ChoosetheinformantsWorkoutalistofthingsthatcallforthestudentsopinionsDesignadraftquestionnaireTrythedraftquestionnaireoutwithafewstudentsReviseandfinalizethequestionnaireDistributethequestionnairesCollectthequestionnairesProcesstheresultsEvaluatethefindings,ProjectDesign,Formulatetheobjectiveformulatethehypothesisstatetherationalestateimplementingprocedurescalculatethecostworkoutatimetable,Samples,Theobjectiveofmyprojectisto_BythetimeIhaveimplementedthisproject,mystudentsshouldbeableto,Hypothesis,Aprojecthypothesisisacompleteindicativesentence(i.e.statement)thattellsyouraudiencewhatsortofthingyouwanttoprovetobecorrectorincorrect(i.e.verifiable)“Mystudentsdontlikedoingpairwork”isareportofafactwhichhasnothingleftforfurtherproof.“Learnersinterestinpairworkisincreasedbybetter-designedpairworkexercises”Itishypothesizedthat+clause(hiddencause/effect)Ifpairworkexercisesarebetterdesigned,thenlearnersinterestinpairworkwillincreaseaccordingly.Itishypothesizedthatifthen,ProjectImplementation,teachingnotesstudentshandoutsdiary-keeping(reflectivedata)Audiorecording:Somekeysessionsaregoingtobeaudio-tapedasstudentsperformancedata.(reflectiveandevaluativedata)Videotaping(reflectiveandevaluativedata),Studentsdiariessample1,TopGirls8/8Itisabouttwomonthssincethetermbegan.Inthisnewtermwehaveanewlesson,thatisActiveEnglish.Ilikethiscourseverymuchnotonlyitsallnewforme,butalsoitreallymakesmemoreactivitythanbefore.AsagroupleaderofTopGirls.Imustworkhardandtobeagoodleader.SometimesImustdosomethingfirst,forinstance.Whenwewerehavingadiscussion.Ishouldspeakfirst.Whenwewerehavingperformance.Ishouldplayfirst.Whenwewerehavingavocabularygame,Ishouldsayfirstandsoon.Italsoimprovemyabilityoforganization,andmycourage.Inanotherway,Studentsdiariessample1(cont.),ofsaying,itisverygoodformetobeagroupleader.Fortunately,mygroupmembersarealllistentome,andweareunited,too.InamedourgroupTopGirls,andallofuswenttobethetop,soweworkhardandeveryonedidagoodjob.Thebooksarenewformeandthewayoflearningisnewtoo.Ilikethisform,butIthinkitissomuchtopreviewespeciallytheComprehensiveEnglish.Therearesomuchnewwords.Ialwaysputalltheafternoononlypreviewoneunit.ItmademedisappointedthatIthinkmyEnglishispoor.Theothertwobooksonenotdifficult.Thearticlesareclosetoourlife.Itisverygood.IwilltrymybesttolearnEnglishwell.Iamfullofconfidence,becauseIbelievethat“Wherethereisawill,thereisaway.”PleasebelievemeandbelieveourgroupTopGirls.Liguannan,Teachersdiarysample1,Time:4:00pm-5:00pmPickedtwostudents,oneofthemdidnotfollowmewhenIdidtheorientation.Iaskedhimthereason:whydidhenotpayenoughattentioninclass?Whywashenotveryseriousaboutthecourse.Findings:1)hedidnotfollowthepatternoftheclassdiscourse.Itseemsthatheissousedtopatternofotherclass:listentoteacheranddoexerciseafterclasswithoutmuchinitiativepracticewithit.Hedidntseethepointsofthisnewcourse.2)hecanlearnthetextsbyheartbutwhenheisaskedtomakehisowndialogue,hestillusesthelanguagehealreadyknows,insteadofusingwhathejustlearned.Whatisthebestwaytoabsorbthelanguagefromthetexts?Itisveryimportanttohavegroupleaderstrainedandaskthemtotakeresponsibilitytoorganizethegrouptodoenoughinteractiveworkinordertointernalizethelanguage.,ProjectEvaluation,ltheproblemlthemethodsusedinproblemanalysisltheprojectobjectiveltheprojecthypothesisltheprojectrationaleltheprojectdesignlthestagesanddetailsofprojectimplementationlthemethodsusedinprojectimplementationltheresultsobtainedfromtheprojectimplementation,Majorinternationaljournalsinthefield,AlliedLinguisticsEnglishforSpecificPurposesInternationalJournalofAppliedLinguisticsInternationalReviewofAppliedLinguisticsLanguageAwarenessLanguageLearningStudiesinSecondLanguageAcquisitionSecondLanguageResearchSystemTESOLQuarterlyELTJournalModernEnglishTeacherPracticalEnglishTeacherProspectTheTeacherTrainerELGazette(newspaper),Samplewriting,OnthePositionofChineseLanguageintheTeachingofEnglishinChinaAbstract:ThispaperfocusesonthefundamentalpositionoftheChineselanguageintheteachingofEnglishinChina.TeachingEnglishinChinamuststartwithournativelanguage-Chinese.First,theChinesethinkingmodeisthebasicwayinthelearningofEnglishbecausethinkingmodeisuniversalinmanyways.Second,theChinesephonetics-PinyinisanaccesstothelearningoftheEnglishphonetics.Third,theChinesegrammarisafundamentalknowledgeinthelearningofthegrammaroftheEnglishlanguage.Last,theChinesevocabularymustdoubtlessbetheonlyaccessiblesourcetotheunderstandingandmemorizingoftheEnglishvocabularyattheinitialleveloflearning.,HowtoteachEnglishefficientlyinChinaisconstantlyacontroversialfocusamongtheteachersofalllevelsinChinaasEnglishandcomputerhavebecometwofundamentaltoolsforsurvivalinthe21stcentury.AsmoreandmorepopularEnglishteachingandlearningtheorieshavebeenwidelyappliedintopracticeintheteachingofEnglishasasecondlanguageinChina,teachingEnglishascommunicationisevaluatedasthemostimportantandapplicabletheoryinChina.ThetheorythatEnglishislearntasatoolforcommunicationhasunanimouslybeenacceptedallovertheworldsoteachingandlearningmodesconcerningthetheoryfollowoneanother.Sodoskillsandmethods.,However,peoplefromdifferentcountriesvaryfromeachotherinthedifficultiesinEnglishlearningathome,butthey,too,possessthesamedifficultythenativelanguagebarrierinlearning,whichisthegreatestdifficultyinthewholeprocessoflearning.Whatisdiscussedinthispaperisactuallytheotherwayaround.Thenativelanguageplaysasomewhatfundamentalroleattheinitialstageinthelearningofasecondlanguage.Nolearnersofasecondlanguagewillsurpasshisorhernativelanguagetolearnaforeignlanguageefficientlyatthehomecountry.Theymustrelysomuchontheirnativelanguagethatitisconsideredaninsurpassableprocessasthefirststageinthewholelearning.,Categoriesforresearchareas,ClassmanagementLearningstylesandstrategiesTeacherbehaviourStylesoflanguagepresentationTestingandassessmentCourseevaluationPlanningandsettingobjectivesTalkandinteractionNeedsassessmentLearnerlanguagefro