《第二语言课堂的反思性教学剖析.》由会员分享，可在线阅读，更多相关《第二语言课堂的反思性教学剖析.（24页珍藏版）》请在金锄头文库上搜索。
1、第二语言课堂 的反思性教学,Reflective Teaching in Second Language Classrooms,1 Approaches to classroom investigation in teaching,Journals A journal is a teachers or a students written response to teaching events. 1.Events and ideas are recorded for the purpose of later reflection. 2.The process of writing itself
2、 helps trigger insights about teaching.,Lesson reports A lesson report is a structured inventory or list which enables teachers to describe their recollections of the main features of a lesson. The purpose is to give the teacher a quick and simple procedure for regularly monitoring what happened dur
3、ing a lesson, how much time was spent on different parts of a lesson, and how effective the lesson was.,Surveys and questionnaires It is a good way to investigate students attitudes, interests, study effect, study methods and so on. Audio or video recording of lessons One of the advantages of record
4、ing a lesson is that it allows choice of focus-this could be the teacher or a particular group of students. An additional advantage is that the recording can be replayed and examined many times and can capture many details of a lesson that cannot easily be observed by other means, such as the actual
5、 language used by teachers or learners during a lesson.,Observation Observation involves visiting a class to observe different aspects of teaching. It is suggested as a way of gathering information about teaching, rather than a way of evaluating teaching. Action research Action research is used in t
6、his book to refer to teacher-initiated classroom investigation which seeks to increase the teachers understanding of classroom teaching and learning, and to bring about change in classroom practices. Planning Action Observation Reflection,2 Exploring teachers beliefs,The source of teachers beliefs T
7、eachers belief systems are founded on the goals, values, and beliefs teachers hold in relation to the content and process of teaching , and their understanding of the systems in which they work and their roles within it. These beliefs and values serve as the background to much of the teachers decisi
8、on making and action.,1 their own experience as language learners. 2 experience of what works best 3 established practice 4 personality factors 5 educationally based or research-based principles 6 principles derived from an approach or method,Beliefs about English Beliefs about learning Beliefs abou
9、t teaching Beliefs about the program and the curriculum Beliefs about language teaching as a profession,3 focus on the learners,Learner belief systems Learners belief systems cover a wide range of issues and can influence learners motivation to learn, their expectation about language learning, their
10、 perceptions about what is easy or difficult about a language, as well as the kind of learning strategies they favor. Beliefs about the nature of English Beliefs about speakers of English Beliefs about the four language skills Beliefs about teaching Beliefs about language learning,Beliefs about appr
11、opriate classroom behavior Beliefs about self Beliefs about goals Cognitive style Knowles suggests that differences of this kind reflect the cognitive styles of four different types of learners. Concrete learning style learners of this style use active and direct means of taking in and processing in
12、formation. They are interested in information that has immediate value. They are curious, spontaneous, and willing to take risks. They like variety and a constant change of pace. They dislike routine learning and written work.,Analytical learning style learners of this style are independent, like to
13、 solve problems, and enjoy tracking down ideas and developing principles on their own. Such learners prefer a logical, systematic presentation of new learning materials with opportunities for learners to follow up on their own. Analytical learners are serious, push themselves hard, and are vulnerabl
14、e t failure. Communicative learning style learners of this style prefer a social approach to learning. They need personal feedback and interaction, and learn well from discussion and group activities.,Authority-oriented learning style Learners are said to be responsible and dependable. They like and
15、 need structure and sequential progression. They relate well to a traditional classroom. They prefer the teacher as an authority figure. They like to have clear instructions and to know exactly what they are doing; they are not comfortable with consensus-building discussion.,Learning strategies Lear
16、ning strategies are the specific procedures learners use with individual learning tasks. Oxford(1990) identifies six general types of learning strategie: Memory strategies, which help students to store and retrieve information. Cognitive strategies, which enable learners to understand and produce new language. Compensation strategies, which allow learners to communicate despite deficiencies in their language knowledge.,Metacognitive strategies, which allow learners
