教学行动研究在中专英语阅读教学中的应用
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摘要
对于阅读的重要性人们早已达成了共识,尤其对学生来说,更是如此。但是在教学实践中,英语教师经常抱怨学生们不能够进行有效的阅读,而学生们也不满足自己的阅读状况。所以,如何进行有效的英语阅读教学,成为了中专英语教师急于解决的问题。
教学行动研究是近年来发展起来的一种教学理论研究方法,它是一种倡导在教学中开展研究的方式(Hopkins,1985),是一种自我反思的探究方式(kemmis,1982),它的结果是“改进实践”(Lewin,1946)。它的定义包括以下几个要点:行动研究是一系列的反思性的探究活动;行动研究需要一系列的步骤来完成;它是由教师针对自己的教学中的问题直接参与和开展调查和研究,目的是不断改进自己的教学,使教学达到最佳效果,同时提高对教学过程的理解和认识(王蔷,2002)。
本文作者通过使用教学行动研究方法,基于阅读模式的基本理论,在兰州农业学校两个一年级平行班之一进行了教学行动研究,旨在提高学生的英语阅读能力,促进教学效果。文章包括以下几部分:第一部分阐述了做这项实验的目的和意义;第二部分回顾了近年来的关于英语阅读能力的研究,尤其是行动研究;第三部分着重研究了行动研究和阅读模式的基本理论;第四部分通过实验调查来证实教学行动研究对学生阅读能力的影响。在实验班采取教学行动研究的过程中,首先通过问卷,得知学生的英语阅读症结在于:有限的词汇量,缺乏对阅读策略和技巧的认识和训练以及阅读量少。然后,作者制订了详细的为期十周的教学行动计划,在实施计划的过程中,学习相关的阅读理论,在课堂中着重讲解,运用各种阅读技巧。第五部分通过对实验结果的分析得出结论:基于阅读模式的基本理论的中专英语教学,在教学行动研究方法的指导下,对中专学生提高阅读能力起到了促进作用,并对此次教学行动进行了反思。
通过此次教学研究,增强了作者对教学过程和学生学习过程的理解,促进了教学理论和教学实践的结合,促进了作者教学能力和研究能力的提高,实现了教师成为研究者,积极参与教学研究,解决实际教学问题的目的。
"For many students, reading is by far the most important of the four skills in a second language, particularly in English as a second or foreign language" (carrel, 1988). Teaching English reading is currently the focus of much concern. But in the teaching practice, teachers often complain that students are unable to read effectively and correctly in foreign language, and usually neither the teacher nor the students have a clear idea of what actually goes wrong, and so are unable to decide on the proper remedies. So this study attempts to examine the problem and solves it based on action research approach.
Teaching action research is a kind of research methods of teaching theories which has been developed in recent years. It is a form of advocating researches in the teaching (Hopkins, 1985); it is a form of self-reflective enquiry (Kemmis, 1982); its result is "to improve reality" (Lewin, 1946).The definition of teaching action research includes the following main points: action research is a systematic self-reflective inquiry; action research is completed through a series of steps; teachers are directly involved in surveying and studying their own teaching problems; the aims of action research are to adjust the teaching practice to maximize effectiveness and improve their understanding of these practices, and situations in which the practices are carried out (Wang Qiang, 2002).
The primary focus of the present study is on the implementation and development of an action research approach to teaching English reading abilities as a foreign language in Lanzhou Agricultural School. There were five parts in the thesis. The first part stated the purpose and significance of the experiment; the second part was about literature review; the third part stated mainly the theory of action research and the theory of English reading processing; the fourth part was the experimental design. In the process of improving the students' reading abilities based on action research approach, the preliminary investigation (a questionnaire) indicated that the students were not very skilled at reading mainly because of the following reasons: limited vocabulary; inability to use appropriate reading strategies and skills and lack of insufficient outside reading. Then, the author designed a detailed ten-week plan to solve these problems. In the process of acting, some theories of reading and the critical reading strategies and skills were introduced to the students, and some reading activities were carried out to enlarge the students' vocabulary, improve their reading habits, and increase their outside reading. The fifth part was the conclusion, that is, the students in the experimental class made greater progress in reading compared to the students in the controlled class. Besides, the author reflected on study effects of the students and teacher's self-perfection.
Through this study, it is demonstrated that Action Research Approach can better combine theories with practice and fill up the gap between teaching and researching, beneficial not only to teaching and helping the learners to improve their reading skills successfully, but also to teachers' self-development.
教学行动研究是近年来发展起来的一种教学理论研究方法,它是一种倡导在教学中开展研究的方式(Hopkins,1985),是一种自我反思的探究方式(kemmis,1982),它的结果是“改进实践”(Lewin,1946)。它的定义包括以下几个要点:行动研究是一系列的反思性的探究活动;行动研究需要一系列的步骤来完成;它是由教师针对自己的教学中的问题直接参与和开展调查和研究,目的是不断改进自己的教学,使教学达到最佳效果,同时提高对教学过程的理解和认识(王蔷,2002)。
本文作者通过使用教学行动研究方法,基于阅读模式的基本理论,在兰州农业学校两个一年级平行班之一进行了教学行动研究,旨在提高学生的英语阅读能力,促进教学效果。文章包括以下几部分:第一部分阐述了做这项实验的目的和意义;第二部分回顾了近年来的关于英语阅读能力的研究,尤其是行动研究;第三部分着重研究了行动研究和阅读模式的基本理论;第四部分通过实验调查来证实教学行动研究对学生阅读能力的影响。在实验班采取教学行动研究的过程中,首先通过问卷,得知学生的英语阅读症结在于:有限的词汇量,缺乏对阅读策略和技巧的认识和训练以及阅读量少。然后,作者制订了详细的为期十周的教学行动计划,在实施计划的过程中,学习相关的阅读理论,在课堂中着重讲解,运用各种阅读技巧。第五部分通过对实验结果的分析得出结论:基于阅读模式的基本理论的中专英语教学,在教学行动研究方法的指导下,对中专学生提高阅读能力起到了促进作用,并对此次教学行动进行了反思。
通过此次教学研究,增强了作者对教学过程和学生学习过程的理解,促进了教学理论和教学实践的结合,促进了作者教学能力和研究能力的提高,实现了教师成为研究者,积极参与教学研究,解决实际教学问题的目的。
"For many students, reading is by far the most important of the four skills in a second language, particularly in English as a second or foreign language" (carrel, 1988). Teaching English reading is currently the focus of much concern. But in the teaching practice, teachers often complain that students are unable to read effectively and correctly in foreign language, and usually neither the teacher nor the students have a clear idea of what actually goes wrong, and so are unable to decide on the proper remedies. So this study attempts to examine the problem and solves it based on action research approach.
Teaching action research is a kind of research methods of teaching theories which has been developed in recent years. It is a form of advocating researches in the teaching (Hopkins, 1985); it is a form of self-reflective enquiry (Kemmis, 1982); its result is "to improve reality" (Lewin, 1946).The definition of teaching action research includes the following main points: action research is a systematic self-reflective inquiry; action research is completed through a series of steps; teachers are directly involved in surveying and studying their own teaching problems; the aims of action research are to adjust the teaching practice to maximize effectiveness and improve their understanding of these practices, and situations in which the practices are carried out (Wang Qiang, 2002).
The primary focus of the present study is on the implementation and development of an action research approach to teaching English reading abilities as a foreign language in Lanzhou Agricultural School. There were five parts in the thesis. The first part stated the purpose and significance of the experiment; the second part was about literature review; the third part stated mainly the theory of action research and the theory of English reading processing; the fourth part was the experimental design. In the process of improving the students' reading abilities based on action research approach, the preliminary investigation (a questionnaire) indicated that the students were not very skilled at reading mainly because of the following reasons: limited vocabulary; inability to use appropriate reading strategies and skills and lack of insufficient outside reading. Then, the author designed a detailed ten-week plan to solve these problems. In the process of acting, some theories of reading and the critical reading strategies and skills were introduced to the students, and some reading activities were carried out to enlarge the students' vocabulary, improve their reading habits, and increase their outside reading. The fifth part was the conclusion, that is, the students in the experimental class made greater progress in reading compared to the students in the controlled class. Besides, the author reflected on study effects of the students and teacher's self-perfection.
Through this study, it is demonstrated that Action Research Approach can better combine theories with practice and fill up the gap between teaching and researching, beneficial not only to teaching and helping the learners to improve their reading skills successfully, but also to teachers' self-development.
引文
Anderson,R.C.,R.E.Reynolds,D.L.Schallertr,&E.T.Goetz.1977.Frame works for comprehending discourse.American Educational Research Journal.
Anderson,R.C.et al.1983.Effects of the Reader's schema at Different Points in Time,Journal of Educational Psychology,Vol.1,No.2,271-279.
Anderson,R.C.and D.P.Pearson.1998.A schema-theoretic view of basic processe in reading comprehension.in P.L.CarrellJ.Devine,and D.E.Eskey(eds.)Interactive Approaches to Second Languang Reading.1998.
Altrichter,H.,P.Posch & B.Somekh.1993.Teachers Investigate their Work.Introduction to the methods of action research.London:Routledge.
Burns,A.1999.Collaborative Action Research for English Language Teachers.Cambridge:Cambrige University Press.
Burns,A.2005.Teachers' Voices 8:Explicitly Supporting Reading and Writing in the Classroom.Sydney,Australia:National Centre for English Language Teaching and Research.
Beard,R.1990.Developing Reading.London:Hobber and Stoughtou
Baker,L,& Brown,A.1984.Handbook of reading research.New York:Longman.
Block,E.1986.The comprehension strategies of second language readers.TESOL Quarterly,20,163-494.
Carrell,p.&J.Eristerhold.1983.Schema theory and ESL reading pedagogy.TESOL Quartery17(4)
Carrell,P.L.1988.Interactive text processing:implications for ESL/second language reading classrooms,In Carrell.Devine,Eskey(Eds.),Interactive approaches to second language reading.Cambridge University Press.
Carr,W.& S.Kemmis.1986.Becoming Critical:Education,Knowledge and Action Research.Lewes,Sussex:Falmer Press
Davis,Colin.1995.Extensive reading:an expensive extravagance.ELT Journal Volume 49(4).
Dubin,Fraida.1989.The odd couple:reading and vocabulary.ELT Journal Volume 43(4).
Ellis,R.1985.Understanding Second Language Acquisition.Oxford University Press.
Elliott,J.1976.Developing Hypotheses about Classrooms from Teachers' practical Constructs North Dakota Study Group on Evaluation-serious,Grand Forks:University of North Dakota.
Fasold,Ralph.2000.The Sociolinguistics of Language.Blackwell Publishers Ltd.
Goodman,K.S.1973.Psycholinguistic universals of the reading process In Interactive Approach to Second Language Reading,Carrell,Patricia L(Ed.),11-21.Cambridge University Press 1988.
Goodman,K.S.1975.The Reading Process.In the Selected Writing of Kenneth Goodman.Routledge and Kegan Paul
Grellet,Francoise.2000.Developing reading skills.Cambridge University Press & People's Education Press
Harmer,J.2000.How to Teach English.Foreign Language.Teaching and Research Press.
Hu Zhuanglin.2001.Linguistics.A Course Book(Second Edition).Beijing University Press
Hitchcock,G & D.Huges.1989.Research and the Teacher.Routledge.
Hedge,T.2002.Teaching and learning in the language classroom.Oxford:Oxford University Press.
Hustler,D.,T.Cassidy & J.Cuff(eds.).1986.Action Research in Classrooms and Schools.London:Allen & Unwin
Hopkin,D.1985.A Teacher's Guide to Classroom Research.Milton Keynes:Open University Press.
Kemmis,S.& R.McTaggart.1982.The Action Research Planner.Geenlong,Victoria:Deakin University Press.
Lewin,K.1946.Action research and minority problems.Journal of social Issues 2:34-46
Larkin,M.2001.Action Research in Extensive Reading.Teaching Exceptional Children,35(1),30-35.
McKernan,J.1991.Curriculum Action Research--A Handbook of Methods and Resources for the Reflective Practitioner.London:Kogan Page Limited.
McLean.J.E.1995 Improving Education through Action Research--A Guide for Administrators
McDonough,J.2000.Research Methods for English Language Teachers.Foreign Language Teaching and Research Press.
Mclean.J.E.1995.Improving Education through Action Research--A Guide for Administrators and Teachers.Thousand Oaks,California:Corwin Press,Inc.
Nunan,D.1990.The teacher as researcher.In C.Brumfit & R.Mitchell(eds.).Research in the Language
Classroom.CASSELL.
Nunan,D.1993.Action research in language education.In J.Edge & K.Richards(ends.).Teacher Develop Teachers Research:Papers on classroom research and teacher development.Oxford:Heinemann
Nuttall,Christine.2002.Teaching Reading Skills in a Foreign Language.Shanghai Foreign Language Education Press
Richards,Jack.C.& C.Lockhart.2000.Reflective Teaching in Second Language Classrooms.People's Education press & Cambridge University Press
Rumelhart,D.1977.Toward an interactive model of reading.In Dorni.S(ED.),Attention and performance VI,Hillsdale,N.J.L.Erlbaum
Rumelhart,D.E.1980.Schemata:The building blocks of cognition.In Samuels S.Jay and Kamil Michael L.1988 Models of the reading process.In Carrell,Devine,Eskey(Eds.),Interactive approaches to second language reading.Cambride University Press.
Samuels,J.1983.A cognitive approach to factors influencing reading comprehension.Journal of Education Research.76
Slade,C.2000.Form and Style:Research Papers,Reports and Theses.Beijing:Foreign Language Teaching and Research Press
Smith,F.1978.Reading.Cambridge University Press
Smith,F(1979).Reading without nonsense.Teacher College,Columbia University,New York and London.
Soule-Susbielles,Nicole.Improving students' competence in foreign language reading.ELT Journal Volume 41(3)
Stenhouse,L.1975.An Introduction to Curriculum Research and Development.London:Heinemann.
Thome,Christine.& Wang Qiang.1996.Action research in language teacher education.ELT Journal Volume 50(3)
Wallace,M.J.2000.Action research for language teachers.Cambridge University Press & People's Education Press
Wang,lifei.2000.A Survey of Modern Second Language Learning &teaching.Shanghai Education Press
Wardhaugh,Ronald.2000 An Introduction to Sociolinguistics.Blackwell Publishers Ltd.
Wen,Qiufang.2001.Applied Linguistics:Research Methods and Thesis Writing.Foreign Language Teaching and Research Press
董亚平,2004,高中英语阅读教学的现状分析与教学启示,《中小学外语教学》第7期,23-24页。
杜萍,2002,高中英语阅读策略与教学方法的研究,《中小学外语教学》第4期,4-7页。
教育部,2001,《中等职业学校英语教学大纲》(试行)高等教育出版社。
金爱英,2004,高中学生英语学习策略与学习成绩的相关分析,《中学外语教与学》第2期,14-16页。
李岳秋,2003,中学生阅读障碍调查报告,《中小学外语教学》第4期,8-11页。
李静纯,2000,导读,华莱士,语言教师行动研究,人民教育出版社。
李炯英,2003,行动研究:概述、理据及应用,《四川外语学院学报》第6期,134-138页。
刘润清,2002,《外语教学中的科研方法》,外语教学与研究出版社。
孙琳,韩幼萍,2003,行动研究:教学理论、教学实践和教学研究之间的“桥梁”,《中小学外语教学》第3期,23-26。
王蔷,2002,《英语教师行动研究》,外语教学与研究出版社。
王蔷,2002,《英语测试的理论与实践》,外语教学与研究出版社。
杨阳,李惠芳,2004,关于中学英语阅读课程现状的调查报告(教师部分),《中小学外语教学》第5期,10-14页。
杨阳,彭锦秀,2004,关于中学英语阅读课程现状的调查报告(学生部分),《中小学外语教学》第6期,16-20页。
杨燕芬,2003,用阅读档案促进初中学生的课外阅读,《中小学外语教学》第7期,21-23页。
徐忠显,2003,重视对高中学生英语阅读方法的培养,《中小学外语教学》第5期,28-31页。
余冰清,谢建珍,2002,充分利用教材,培养学生阅读能力,《中小学外语教学》笫6期,21-23页。
郑敏,陈风兰,2000,教学行动研究在阅读教学中的应用,《外语教学与研究》第6期,431-436页。
周漫,2004,《图式阅读》,中国电力出版社。
张正东,2001,外语教学科研的方法,载与(《回顾与展望》——中国教育学会外专业委员会成立20周年文集,1981-2001,人民教育出版社。
Anderson,R.C.et al.1983.Effects of the Reader's schema at Different Points in Time,Journal of Educational Psychology,Vol.1,No.2,271-279.
Anderson,R.C.and D.P.Pearson.1998.A schema-theoretic view of basic processe in reading comprehension.in P.L.CarrellJ.Devine,and D.E.Eskey(eds.)Interactive Approaches to Second Languang Reading.1998.
Altrichter,H.,P.Posch & B.Somekh.1993.Teachers Investigate their Work.Introduction to the methods of action research.London:Routledge.
Burns,A.1999.Collaborative Action Research for English Language Teachers.Cambridge:Cambrige University Press.
Burns,A.2005.Teachers' Voices 8:Explicitly Supporting Reading and Writing in the Classroom.Sydney,Australia:National Centre for English Language Teaching and Research.
Beard,R.1990.Developing Reading.London:Hobber and Stoughtou
Baker,L,& Brown,A.1984.Handbook of reading research.New York:Longman.
Block,E.1986.The comprehension strategies of second language readers.TESOL Quarterly,20,163-494.
Carrell,p.&J.Eristerhold.1983.Schema theory and ESL reading pedagogy.TESOL Quartery17(4)
Carrell,P.L.1988.Interactive text processing:implications for ESL/second language reading classrooms,In Carrell.Devine,Eskey(Eds.),Interactive approaches to second language reading.Cambridge University Press.
Carr,W.& S.Kemmis.1986.Becoming Critical:Education,Knowledge and Action Research.Lewes,Sussex:Falmer Press
Davis,Colin.1995.Extensive reading:an expensive extravagance.ELT Journal Volume 49(4).
Dubin,Fraida.1989.The odd couple:reading and vocabulary.ELT Journal Volume 43(4).
Ellis,R.1985.Understanding Second Language Acquisition.Oxford University Press.
Elliott,J.1976.Developing Hypotheses about Classrooms from Teachers' practical Constructs North Dakota Study Group on Evaluation-serious,Grand Forks:University of North Dakota.
Fasold,Ralph.2000.The Sociolinguistics of Language.Blackwell Publishers Ltd.
Goodman,K.S.1973.Psycholinguistic universals of the reading process In Interactive Approach to Second Language Reading,Carrell,Patricia L(Ed.),11-21.Cambridge University Press 1988.
Goodman,K.S.1975.The Reading Process.In the Selected Writing of Kenneth Goodman.Routledge and Kegan Paul
Grellet,Francoise.2000.Developing reading skills.Cambridge University Press & People's Education Press
Harmer,J.2000.How to Teach English.Foreign Language.Teaching and Research Press.
Hu Zhuanglin.2001.Linguistics.A Course Book(Second Edition).Beijing University Press
Hitchcock,G & D.Huges.1989.Research and the Teacher.Routledge.
Hedge,T.2002.Teaching and learning in the language classroom.Oxford:Oxford University Press.
Hustler,D.,T.Cassidy & J.Cuff(eds.).1986.Action Research in Classrooms and Schools.London:Allen & Unwin
Hopkin,D.1985.A Teacher's Guide to Classroom Research.Milton Keynes:Open University Press.
Kemmis,S.& R.McTaggart.1982.The Action Research Planner.Geenlong,Victoria:Deakin University Press.
Lewin,K.1946.Action research and minority problems.Journal of social Issues 2:34-46
Larkin,M.2001.Action Research in Extensive Reading.Teaching Exceptional Children,35(1),30-35.
McKernan,J.1991.Curriculum Action Research--A Handbook of Methods and Resources for the Reflective Practitioner.London:Kogan Page Limited.
McLean.J.E.1995 Improving Education through Action Research--A Guide for Administrators
McDonough,J.2000.Research Methods for English Language Teachers.Foreign Language Teaching and Research Press.
Mclean.J.E.1995.Improving Education through Action Research--A Guide for Administrators and Teachers.Thousand Oaks,California:Corwin Press,Inc.
Nunan,D.1990.The teacher as researcher.In C.Brumfit & R.Mitchell(eds.).Research in the Language
Classroom.CASSELL.
Nunan,D.1993.Action research in language education.In J.Edge & K.Richards(ends.).Teacher Develop Teachers Research:Papers on classroom research and teacher development.Oxford:Heinemann
Nuttall,Christine.2002.Teaching Reading Skills in a Foreign Language.Shanghai Foreign Language Education Press
Richards,Jack.C.& C.Lockhart.2000.Reflective Teaching in Second Language Classrooms.People's Education press & Cambridge University Press
Rumelhart,D.1977.Toward an interactive model of reading.In Dorni.S(ED.),Attention and performance VI,Hillsdale,N.J.L.Erlbaum
Rumelhart,D.E.1980.Schemata:The building blocks of cognition.In Samuels S.Jay and Kamil Michael L.1988 Models of the reading process.In Carrell,Devine,Eskey(Eds.),Interactive approaches to second language reading.Cambride University Press.
Samuels,J.1983.A cognitive approach to factors influencing reading comprehension.Journal of Education Research.76
Slade,C.2000.Form and Style:Research Papers,Reports and Theses.Beijing:Foreign Language Teaching and Research Press
Smith,F.1978.Reading.Cambridge University Press
Smith,F(1979).Reading without nonsense.Teacher College,Columbia University,New York and London.
Soule-Susbielles,Nicole.Improving students' competence in foreign language reading.ELT Journal Volume 41(3)
Stenhouse,L.1975.An Introduction to Curriculum Research and Development.London:Heinemann.
Thome,Christine.& Wang Qiang.1996.Action research in language teacher education.ELT Journal Volume 50(3)
Wallace,M.J.2000.Action research for language teachers.Cambridge University Press & People's Education Press
Wang,lifei.2000.A Survey of Modern Second Language Learning &teaching.Shanghai Education Press
Wardhaugh,Ronald.2000 An Introduction to Sociolinguistics.Blackwell Publishers Ltd.
Wen,Qiufang.2001.Applied Linguistics:Research Methods and Thesis Writing.Foreign Language Teaching and Research Press
董亚平,2004,高中英语阅读教学的现状分析与教学启示,《中小学外语教学》第7期,23-24页。
杜萍,2002,高中英语阅读策略与教学方法的研究,《中小学外语教学》第4期,4-7页。
教育部,2001,《中等职业学校英语教学大纲》(试行)高等教育出版社。
金爱英,2004,高中学生英语学习策略与学习成绩的相关分析,《中学外语教与学》第2期,14-16页。
李岳秋,2003,中学生阅读障碍调查报告,《中小学外语教学》第4期,8-11页。
李静纯,2000,导读,华莱士,语言教师行动研究,人民教育出版社。
李炯英,2003,行动研究:概述、理据及应用,《四川外语学院学报》第6期,134-138页。
刘润清,2002,《外语教学中的科研方法》,外语教学与研究出版社。
孙琳,韩幼萍,2003,行动研究:教学理论、教学实践和教学研究之间的“桥梁”,《中小学外语教学》第3期,23-26。
王蔷,2002,《英语教师行动研究》,外语教学与研究出版社。
王蔷,2002,《英语测试的理论与实践》,外语教学与研究出版社。
杨阳,李惠芳,2004,关于中学英语阅读课程现状的调查报告(教师部分),《中小学外语教学》第5期,10-14页。
杨阳,彭锦秀,2004,关于中学英语阅读课程现状的调查报告(学生部分),《中小学外语教学》第6期,16-20页。
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