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1、学号：哈尔滨师范大学学士学位论文题 目 学 生 指导教师 常宏 （讲师）年 级 2007级 1 班专 业 英语教育系 别 英语教育系学 院 西语学院哈 尔 滨 师 范 大 学学士学位论文开题报告论文题目 学生姓名 指导教师 常宏 讲师年 级 2007级1班专 业 英语教育2011年 3 月说 明本表需在指导教师和有关领导审查批准的情况下，要求学生认真填写。说明课题的来源（自拟题目或指导教师承担的科研任务）、课题研究的目的和意义、课题在国内外研究现状和发展趋势。若课题因故变动时，应向指导教师提出申请，提交题目变动论证报告。课题来源：教师指导下自拟题目。课题研究的目的和意义：目的：小学英语是学生学
2、习英语的启蒙阶段，在教学中应充分考虑到学生的年龄特征，合理设计教学方法。肢体语言是富有表现力的特殊语言，它能够增强语言的生动性和表演力，激发学生的学习兴趣，维系他们的注意力，提高学习效率。 意义：1 、肢体语言的形象性便于学生接受新知识。教学时，如果枯燥的领读、跟读，学生很快就会产生厌烦情绪。而如果运用手势表示大小写字母，或者让学生想象怎样用手势表示字母，则会很快调动起学生的积极性.2 、肢体语言的分析性利于学生理解新内容。让学生以小组为单位，边做动作边说句子，编成情景短剧的形式进行表演，使学生在短时间内采用联想记忆有效掌握这些句型，效果非常好。这些方法能极大的提高学生学习英语的兴趣，提高教学
3、效率.3 、肢体语言能活跃课堂气氛，提高学生学习兴趣。教师有意识的挖掘英语课中的兴趣点，就能大面积提高小学英语教学质量，讲课时运用适当的动作，给学生以亲切的微笑、和善的神情都可以摆脱和缓解学生的心理障碍，激发学生开口模仿的欲望，直观生动的体态语能深深吸引学生的兴趣.外同类课题研究现状及发展趋势：国外：美国心理学家Albert Mehrabian实验得到了一个公式，如下：信息传达总量7的语言38的语音语速55的面部表情和动作。很明显，身体语言有在教学中有个突出的功能。如果你是个成功的英语教师，你就不会光光只使用一种语言教学方式而更多地会使用一些肢体语言，如暗示，身体动作，面部表情等等以来达到最好
4、的教学成果。如果说教师的语言表达能够激发听力，那么肢体语言的表达就能激发想象力。肢体语言导读 (英)德斯蒙德莫里斯著 ,肢体语言手册 (英)彼得卡雷特(Peter Collett)著。国内：此课题在国内的研究主要是北师大的教师胡春洞的英语教学法。他认为语言是一门艺术，思维是一个过程，学生处在英语语言的学习中，从挺英语，接触英语到说英语用英语，需要一定的时间来消化和转化。肢体语言的恰当运用恰是使“课堂教学英语化”和“在英语环境中学英语”产生了一定的时间空间距离，给教师和学生都提供了一个广阔的天地，使学生在学习英语的过程中能不断的“跳一跳，摘到桃”，从朦胧逐步到清晰，最终到达课堂教学英语的教学目的
5、。课题研究的主要内容和方法，研究过程中的主要问题和解决办法：主要内容：将肢体语言巧妙、自如地与小学英语教学相结合，这种直观的教学法，极大的有助于学生理解和感知英语。听觉和视觉的结合易于加深印象，强化记忆.由于我国学生学习英语缺乏英语语言环境,充分利用直观教具和电化教学手段就显得尤为重要,直观教具为英语教学提供了各种教学情景和较真实的交际场合.这有利于创造英语环境,促使学生直接用英语思维并增加使用英语的机会。 调查研究方法：本文采用了理论研究法和实践操作法和资料分析法。主要问题：1 主观：由于知识水平有限和所掌握的常识还不够健全，所以此论文还有许多地方要进行改进和提高。2 客观：有些客观条件的限
6、制，不能进一步了解，导致部分内容论据不是很充分。解决办法：1 加强自身的学习，不断的提高知识储备。请教相关的老师和同学来完成本论文的调查和分析。2 由于客观条件有限，所以可以通过网络和书籍的渠道来实现论文相关例证研究。课题研究起止时间和进度安排：1. 2010年12月1日至12月15日：选导师及撰写论文方向。2. 2010年12月16日至12月31日：与导师商榷论文题目。3. 2011年1月1日至2011年3月15日：撰写并提交开题报告。4. 2011年3月16日至2011年4月25日：撰写并提交毕业论文。5. 2011年4月26日至2011年5月7日：准备并参加毕业论文答辩。6. 2011年
7、5月8日至2011年5月12日：导师上交所有论文材料。课题研究所需主要设备、仪器及药品：外出调研主要单位，访问学者姓名：指导教师审查意见：指导教师 （签字） 2011年3月 16日教研室（研究室）评审意见：理论教研室主任 （签字） 2011年3月 16日系（部）主任审查意见： 英语系（部）主任 （签字） 2011年3月 16日GRADUATION PAPERFOR BACHELOR DEGREEHARBIN NORMAL UNIVERSITYTITLE: STUDENT: TUTOR: CHANG Hong（Lecturer）GRADE: Grade 2007MAJOR: English Ed
8、ucationDEPARTMENT: English Education DepartmentCOLLEGE: Faculty of Western Languages and LiteraturesMay, 2011HARBIN NORMAL UNIVERSITYAnalysis Teachers Role in English Teaching of High School Li Zhi-qiangAbstract: Teachers and students are two parts in English teaching. While students are main bodies
9、, teachers play a predominant role, because of students ages, character, psychology and lack of English knowledge. For the IT and all kinds of mediums are developing quickly, an English teacher is not the only way for the students to get their knowledge. The new role of English teacher not only teac
10、hes the students to study English, but also how to improve themselves in various aspects. Key words: The roles of an English teacher; controller; organizer; change Introduction The 21st century is full of high-technology and high competition, and the requirements of English talents are different fro
11、m the past. Nowadays, learning English is more important. The English teacher not only teaches students the knowledge, but also teaches students how to study and how to use their knowledge. As a second language which the students must study, English is not so easy and interesting for every student.
12、Many students feel that studying English is very dull and very difficult. And day by day, they lose their heart in learning English. But now, English is very important for the young people. If they want to go to universities, they must pass the English exam. If they want to go abroad, they also must
13、 pass all kinds of English exams. And if the teacher only teaches the students and answers their questions, the students could not study English better. So, the English teacher should change their roles in the middle school classroom so that the students could study English easily and well. 1. The R
14、oles of the English Teacher 1.1. Controller As a controller, the English teacher controls the class fully. The teacher tells the students what they must do, when they do it; what they must study, when they should study. He also controls the students as to when they should speak English and what kind
15、s of English they should speak. In many middle school classrooms, especially in the country middle school classrooms, the English teacher first tells the students what they will learn in that class, then teaches the content in the English book and asks the student to read, or do exercise and so on.
16、We also hear the teacher say: “now, do the exercise by yourselves, and if you have questions, you may ask me.” In this way, the students may pay their attentions to what the teacher say, and all the students study the same knowledge in the same way and at the same time. It is also very effective in
17、learning new lessons and new sentences. But the teacher should make sure that all students pay their attentions to what hes said. However, the role of an English teacher as the “controller” controls all the class, and the students have less time to speak English and it is not good for developing the
18、 students abilities of using the language. So, the teachers should give their students much time to speak English.1.2 Organizer It is very difficult for an English teacher to play the role “organizer”. If the teacher organizes the class-game well, the class-game is successful. Before the teacher ask
19、s the students to do the exercise, the teacher must know that if the students do not know what they should do, they will waste all the time of that class. And the students who know less English do not know how to take part in these games. They may do those games in Chinese. It is not effective too.
20、So, before the class-games, the teacher must see that every student knows what he or she should do. So, at this time, the teacher should give an example, and then, ask some of the students to do that. If it is a dialogue exercise, the teacher could give some students the roles of this dialogue, and
21、then ask the student to do the dialogue in the classroom. For example, when learning THOMAS EDISON in Unit 11 of Book 3 of “Junior English Book”, the teacher may ask the students to play Edison, Edison s mother, Edison s father and so on. And other students are reporters, they may interview the moth
22、er and the father, learning Edisons hobby; they may interview the teacher, learning the study of Edison; they could also interview the doctor, learning the progress of saving Edison mother and so on. For example, (Sa is interviewing Edison father.) Sa: Excuse me, please, Im on China Daily, are you E
23、disons father?F: Yes, nice to meet you. Sa: Pleased to meet you too. We all know your son, Thomas Edison, is a great inventor now. Can you tell me what he was always doing when he was a child?F: Yes, when he was a child, my son was always trying out new ideas.Sa: can you give me an example?F: Ok. On
24、e day when he was five. I saw him sitting on some eggs. I asked him why he was doing that. But he didnt answer. Instead, he asked me a question.Sa: what did he say?F: “Hens are able to have chicks. Why cant I?” he said.Sa: Could you answer his questions at that time?F: Im afraid I couldnt.Sa: Oh, th
25、ank you very much.F: Youre welcome. Goodbye!Sa: Bye!(Sb is interviewing the doctor)Sb: I know you are a very good doctor. You saved Edison mother, can you tell us what happened that day?D: That day, Edison mother was ill. I was asked to go quickly. I went as soon as possible. When I saw her, I said
26、that she needed an operation at once. But I wasnt able to operate.Sb: why?D: Because it was night, and the light in the room was very bad. I couldnt see clearly enough!Sb: what should you do then?D: Edison thought hard and had an idea. His father owned a large mirror. Edison took all the lights in t
27、he house and put them on a long table. Then he put the big mirror behind them, so there was enough light.Sb: Could you see clearly?D: Yes. I operate on his mother at once and she was saved. Sb: Great! By the way, what do you think of little Edison?D: Very clever! In this way, all of the students tak
28、e part in the class-game and remember the sentence style. So the teacher pays attention to the role of organizer, making sure that every student understands. If it is necessary, the teacher can do that in Chinese. And it is also necessary for the teacher to spend much more time on thinking of how to
29、 organize the students when they do the preparation. 1.3 Assessor The main work a teacher should do is assessing the learners study and knowing whether they study well. If no, the teacher should change the way he taught. There are two ways for assessing: correcting and feedback. When a teacher is co
30、rrecting the students mistakes, he should pay his attention to the way he speaks, and do not cut short the students. Otherwise the students may lose their hearts and dare not speak English. Feedback is assessing the students work when they finish it. The teacher should approve the students advantage
31、s while he points out the problems and tells them how to deal with those problems. Ever since they are enrolled into schools, students are trained in learning methods and habits. In this way, they will switch from the passive position to the initiative position, so as to lay a solid foundation for f
32、urther studies. Learning to use dictionaries is one of the most basic skills in English study. Teachers should guide students to learn to look up new words in the dictionary. Different dictionaries are designed with different purposes. Students are guided to choose suitable ones. Out of dictionaries
33、，students can learn pure English, because lots of language items are from original books, newspapers or magazines. Students need guidance on how to preview new lessons. The purpose to preview is to get to know new words, language items and the content preliminarily with the help of dictionaries and
34、reference books. Students may feel it too difficult or unused to it at the very beginning, but day after day, if they insist on using the method, they will enjoy the happiness of previewing new lessons. This is one way to probe. Based on their own preliminary preview, they are able to study with pro
35、blems and to raise deep level questions in class. So teachers can organize lessons at a higher level. At the stage of introducing new lessons, teachers should try every means to arouse students interest, motivate their desire to take part in the study process. During this procedure, teachers design
36、situations for teaching of either a language item or a sentence pattern, and presenting tasks, to make students realize their lack of knowledge. Students motivation to learn will be generated in this way. So they will be eager to get involved into the learning process. Teachers guiding role is neces
37、sary for new English learners. At the stage of guiding, teachers work as guiders, guiding students to form good learning habits and as promoters, promoting students to love learning English1.4 Helper To the students, a teacher is a dictionary, a tool book and a computer. Whenever they meet problems,
38、 they will ask the teacher to help them. When students do oral communication games, reading and writing, they will meet with many many problems; they will ask the teacher to help them understand them. Besides, ones confidence and attitude determine if his English is poor or well. So, when the studen
39、ts lose their heart in learning English, the teacher should say something to comfort them; when they make advances, the teacher should praise them; when they have problems, the teacher should help them in time. Loving the students, the teacher should be good at getting into the students emotion worl
40、d. To get into the students emotion world, the teacher first should be the students friend and feel their happiness, anger, grief and joy.” The teacher should create favorable conditions that help in time, and recommend some favorable English readings and magazines to the students and tell them some
41、 reading skills in the class to improve their reading speed.1.5 Prompter Prompter” is a teacher role which makes the student the center. He lets them study by themselves. Teachers are to lead and encourage students. Yang(2005). Nowadays, in China, professionals analyze teachers roles mainly in two a
42、spects: from microscopic point of view, teachers roles in learners development: from microscopic point of view, teachers expectations of learners. The former beliefs tend to be abstract, but the latter expectations always show out their concrete qualities, and their impact on learners development. T
43、eachers expectations of learners and their impact result from the process of interaction between teacher and learner. During the process, teachers constantly insist on influencing the learner according to their own expectations, and the learner will step by step develop himself as the teacher expect
44、s. Teachers roles will affect everything the students do in the classroom, whether these are implicit or explicit. And teachers deeprooted beliefs about how languages are learnt will pervade their classroom actions more than a parceled methodology they are told to adopt or course book they follow. A
45、 British educational theorist Pajares thinks that the teachers beliefs have a greater influence than the teachers knowledge on the way. They plan their lessons by depending on all kinds of decisions. They make their general classroom practices. Social constructionists also find that the teachers bel
46、iefs are far more influential than knowledge in determining how individuals organize and define tasks and problems, and are better predictor of how teachers behave in the classroom. Social constructivists find that an effective teacher creates a learning atmosphere which is cognitively and affective
47、ly expanding; a learning atmosphere which enables the learner to become a more adequate and knowledgeable person. It is clear that this kind of approach places great emphasis upon what the teacher as a person brings to the teachinglearning relationship and how the learner can be helped to develop as
48、 a whole person by the provision of a supportive learning environment, which allows individuals to develop in their own way. Aspirn and Boy express it. “pupils feel the personal emotional structure of the teacher long before they feel the impact of the intellectual content offered by that teacher.”
49、This obviously has particular implications with regard to teachers views of themselves since a teacher who lacks selfesteem will find it impossible to build the selfesteem of others. This is equally true when it comes to conveying dignity and respect. Thus, the language teacher needs to convey a sen
50、se of selfconfidence when using the language, at the same time respecting learners attempts to express themselves and their views in the language. 2. Teachers new role in English Teaching There have been great changes in the theories and practices of foreign language teaching over the last ten years
51、. There are now many new trends in foreign language teaching and learning. All of the changes have resulted from the changes in educational theory, changes in the new teaching conditions, and changes in the way we think about language teaching and learning, changes in the development of technology,
52、changes in English learners needs. These changes have taken place in every aspect in foreign language teaching and learning. In summary, there are three main trends in this field-change in research, change in learning content and test, change in teaching mode and resources, change in teaching equipm
53、ent (Arnold, J, 2000). Hence, the role of the English teacher in the classroom is doomed to change with the newchange of teaching conditions so as to adapt to new curriculum standards for middle school English teaching. 2.1 The New Changes and Trends in English Teaching From seeking the best teachin
54、g method to SLA research.Earlier approaches to second language learning emphasized teaching method. Nowadays, language teachers should realize that the focus in language teaching is no longer the question “what shall we teach?” Instead, the first question we should ask is “what are the conditions th
55、at facilitate language learning?” and “how shall we create these conditions in the language classroom”, especially for English learning (刘书林、刘春燕、林跃武，2004). So as substantive findings have been made in second language acquisition, it is commonly accepted that a more logical sequence is to start by in
56、vestigation how people learn language and then to evaluate teaching methods in the light of what has been discovered. The first step in second language learning research is to study learning itself and only later move on to see how teaching relates to learning. With the focus of research shifted fro
57、m teaching to learning, we should pay more attention to the individual English learner. It is realized that learners have different needs and purposes in learning foreign language. They should play an important part in making decisions and be allowed to practice their personal choices. At last they
58、should develop their own learning strategies. In a great degree, learners effective strategies are crucial for language learning .Focus on the language learner lends to individual learner differences research in SLA and learner-centered education in English learning (Hedge, T.2002). Learner-centered
59、 education tries to involve learners in the learning process. In a learner-centered classroom, students are encouraged to make critical pedagogical decisions through systematical training. Such a classroom is constituted with complementary aims. Therefore learners are systematically educated in the
60、skills and knowledge they will need in order to make informed choices about what they want to learn and how they want to learn. Besides, learner-centeredness also means that learners are actively involved in the learning process, and that they try their best to do all the work in classrooms. Thus te
61、achers just become facilitators who maximize opportunities for English learners to interact.2.2 Change in Learning Content and Test It is now widely acknowledged that what is involved in learning a foreign language includes not only the language knowledge but also the language skills and language us
62、e (刘书林、刘春燕、林跃武，2004). The grammatical competence is the main content of the traditional language knowledge. The traditional teaching aim is also simple, which is to make the students master the greatest possible number of grammatical knowledge items. But now the levels of language knowledge and skil
63、l involved in language use are often classified into three categories: grammatical competence, sociolinguistic competence and strategic competence. Grammatical competence includes pronunciation, morphemes, syntax, and vocabulary. Sociolinguistic competence includes rules of use and rules of discours
64、e. Strategiccompetence is theverbal and non-verbal communication strategies that may be called into action to compensate for breakdowns in communication. So it is suggested that students must somehow learn the grammar of the language, for this is central to language use. As grammar is learnt so the
65、students will also be shown how to use it to perform functions that are relevant to their needs. Therefore, both grammatical items and functional realizations will be taught side by side. In one word, traditional second language teaching gradually evolved into the content-based and communicative lan
66、guage teaching. Broader views of language, language use, language teaching, and language acquisition have broadened the scope of language testing, and this presents a challenge to language testing. Nowadays the communicative approach to language testing has appeared to adapt the changes in views. In
67、 other words, language testing has developed from knowledge-based to skill-based, and then to language use. The purpose of testing is to measure an individuals communicative language ability. In order to obtain a complete measure of an individuals language proficiency, language tests should place th
68、e same requirements on test takers as does language performance in non-test situations, i.e. real-life situations. The main characteristics of the so-called communicative testing are directness and authenticity. 2.3 Change in Learning Mode and Resource Autonomous learning is a new concept in the sec
69、ond language learning. It refers to what a self-reliant agent must do to learn from its own experience. The long-term goals are to develop more capable artificial agents to improve our understanding of biological learning. In some degree, autonomous learning is equal to independent learning. Because
70、 in the long run, both focuses on the creation of the opportunities and experience necessary for students to become capable, self-reliant, self-motivated and life-long learner. It addresses the needs of individual learners for independence and active participation in their own learning, both in scho
71、ol and in the society, which requires that students should take responsibility for their own learning. Although it is the encouragement of students own interests and their desires to learn that is a quite important motivating factor in independent learning. It can not be achieved in isolation. Learn
72、ing is an interactive process among students and between teachers and students. Students engage in learning activities as individuals who are interdependent with other individuals in the classroom and even in the wider society. During this process, the teacher is not only just a simple teacher. Thre
73、e aspects of the teachers role in fostering independent learning are: the learning environment created by the teacher; the relationship established between teacher and learner; the teaching and modeling of skills are needed for independent learning. In contemporary approaches to language teaching, t
74、he resource and facilities for learning are much richer than before. The textbooks have become much more sophisticated. In addition to classroom texts, published textbook series these days typically contain self-study workbooks, cassette tapes, instructors manual, video-tapes materials, and even the
75、 World Wide Web site for interactive grammar and writing. Other resources includeEnglish learning newspapers, magazines, radios TV programs and English films etc. The development of technology has enabled students to access and download a wide range of informative, educational and entertaining infor
76、mation from the internet. 2.4 Change in Teaching Equipments Modern instructional technologies are finding wider and wider use in language teaching. Multimedia teaching methods, at the core of Computer technology, has begun to update the foreign language teaching methods. The traditional teaching of
77、English is being injected with vigor and vitality. Multimedia network technology is an important part of modern English teaching, which makes computers, video recorders, tape recorders, projectors, VCD teaching software ,and other media-in-one functionality by teachers under the requirements of diff
78、erent courses. It is designed to enhance new teachers teaching and learning process with the flexibility in the use of teaching-related media, students change traditional passive learning methods into teacher-student interaction to create the conditions for better teaching. With sound, images, motio
79、n pictures and texts, multimedia is bound to produce better results than the traditional textbook plus a black board. 2.5 Changes in Teaching Philosophy and Style Teaching philosophy and learning style are closely related and they influence each other. The teaching style of a language teacher should
80、 match the learning style of the learners if language learning is to be successful (Carroll, D.W.). Therefore, it will be beneficial to look at the learning style. Chinese students seem to exhibit some typical identifiable learning styles, such as Introverted Learning style, Closure-oriented Learnin
81、g style, Analytic and field independent Learning style, Visual Learning style, Thinking-oriented and reflective Learning style, Concrete-sequential Learning style and so on. Each individual has his own particular way of learning, it is rather important for the teacher to adapt their own teaching sty
82、les and to provide a variety of activities to meet the needs of students with different learning styles (袁春燕,2005). Thus, teachers should not only adapt their teaching styles to suit the learners but also encourage students to diversify their style preferences. Moreover, Chinese students need to adj
83、ust their learning styles because they are not active enough and holistic enough. In other words, they are not communicative learners. That greatly affects the classroom teaching, which shifts the research from teaching to learning. That is to say, classroom teaching should put the learners at the c
84、enter. In practical classroom teaching, it is most possible that many teachers are not aware of the students needs for learning English, and that they are not actively involved in the learning process. The teacher-centered lock-step approach to foreign language teaching can not respond to the studen
85、ts real needs (Warschauer, M.1997). Hence, recognition of learners need and learners different learning styles has led to the view of learner-centered instruction. In a learner-centered classroom, key decisions about what will be taught, how it will be taught, and when it will be taught will be made
86、 with reference to the learner. In addition, learner-centeredness can encourage learners to take on a greater degree of responsibility for their own successful learning. 3. ConclusionNow teacher work with students who are actively planning and managing their own futures. Teachers prepare students fo
87、r a range of career path ways and help them develop the skills habits and attitude they will retain over a lifetime of learning. It is a more challenging role for teachers now that the expectations are more complex. The teachers role influences teachers consciousness, teaching attitude, teaching met
88、hods and teaching policy. The teachers role also strongly influences teaching behavior and, finally, learners development.Bibliography: 1 Arnold, J.2000. Affect in Language Learning. Beijing: Foreign Language Teaching and Research Press. 2 Brown, H.D. 2001. Principles of Language Learning and Teachi
89、ng. Beijing: Foreign Language Teaching and Research Press.3 Carroll, D.W.2000. Psychology of Language. Beijing: Foreign Language Teaching and Research Press. 4 Cohen, A.D. 2000. Strategies in Learning and Using a Second Language. Beijing: Foreign Language Teaching and Research Press.5 Hedge, T.2002
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