反思性教学在大学英语听力教学中应用的研究
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摘要
反思教学法在世界各地的教育领域已得到广泛认可和应用,在我国越来越多的教师和学者把反思教学法应用于个人的教学实践。鉴于大学英语四、六级考试改革加大听力考核所占的比重,本文把反思性教学应用于大学英语的听力教学中,对教师的听力反思进行研究,分析和总结,以便对教师的听力教学有所指导。
本文采用实证研究的方法,通过搜集西安部分高校英语教师和高校学生的调查问卷,对其数据进行统计,以分析高校教师的英语听力教学的反思特性。
研究主要分为三个方面：听力教学的反思过程,听力教学的反思方法和听力教学的反思内容。研究发现听力教学的反思过程是从回顾,经内省,到解决,其中内省是教师个人心理活动的集中表现,很难进行量化。但是如果借鉴心理学的相关知识,内省将是可测的,为将来反思的量化创造了条件。教师的反思方法种类繁多,研究表明大多数教师采用的方法不是以写作为主,而是以口头交流为主。这样,导致他们的反思变得越来越零散和不系统,缺乏科学的、理性的、逻辑的思维指导。在听力教学反思内容的研究中,以听力教学目标、听力教学对象、听力教学资料为主。研究发现大多数教师忽略学生的情感目标,不能很好地把语言输出与听力理解结合起来,对学生的研究还有所欠缺,需要进一步加深。
鉴于此,本文针对教师的听力反思的现状提出了一些建议,即不断丰富个人的听力教学实践,结合多种反思方法,坚持写作和参与课题研究,对学生进行全面细致研究等,从而不断完善教师的反思。
Although the notion of reflective teaching has been of a great global popularity in the educational field and welcomed by teachers and educators since the late 1900s, few studies were found about the reflective teaching in English listening teaching in China. Due to the increasing proportion of listening in College English Test 4 & 6, this paper applies the reflective teaching into college English listening teaching to describe and analyze teachers'reflection on an overall view for the aim of improving the listening teaching.
The research employs an empirical method on the basis of collected data from a sample of college English teachers and college students to analyze the attributes of teachers'reflection in college English listening teaching.
Such three branches as the reflective process, the reflective means, and the reflective contents are examined in the reflective teaching in college English listening teaching. First of all, findings in the reflective process in listening teaching reveal that reflection follows a flow of retrospection in listening teaching, introspection of mental work and solution to popped problems. Then, when asked the means of reflection, most teachers surveyed use the spoken means instead of written ones. It is analyzed that only by writing, can a scientific, rational, and logical thought pattern be nurtured in reflection since writing demands the integration of ration and logic. Finally, the reflective contents are focused on the goal of listening teaching and the object of listening. Findings show that most teachers neglect the realization of students'enjoyment and realization of self-value, that teachers make less use of combining speaking with listening comprehension during the process of listening teaching in class, and that teachers pay less attention to questioning in listening class.
Taken together, the research suggests some pedagogical implications for college teachers. Necessarily they may take a continuous writing as a habit in their reflections of English listening teaching, making their reflections toward a rational and logical direction. And through enriching their practice in English listening teaching and a continuous study, they can manage to help students with the realization of their emotional joy and improvement of comprehension in English listening.
本文采用实证研究的方法,通过搜集西安部分高校英语教师和高校学生的调查问卷,对其数据进行统计,以分析高校教师的英语听力教学的反思特性。
研究主要分为三个方面：听力教学的反思过程,听力教学的反思方法和听力教学的反思内容。研究发现听力教学的反思过程是从回顾,经内省,到解决,其中内省是教师个人心理活动的集中表现,很难进行量化。但是如果借鉴心理学的相关知识,内省将是可测的,为将来反思的量化创造了条件。教师的反思方法种类繁多,研究表明大多数教师采用的方法不是以写作为主,而是以口头交流为主。这样,导致他们的反思变得越来越零散和不系统,缺乏科学的、理性的、逻辑的思维指导。在听力教学反思内容的研究中,以听力教学目标、听力教学对象、听力教学资料为主。研究发现大多数教师忽略学生的情感目标,不能很好地把语言输出与听力理解结合起来,对学生的研究还有所欠缺,需要进一步加深。
鉴于此,本文针对教师的听力反思的现状提出了一些建议,即不断丰富个人的听力教学实践,结合多种反思方法,坚持写作和参与课题研究,对学生进行全面细致研究等,从而不断完善教师的反思。
Although the notion of reflective teaching has been of a great global popularity in the educational field and welcomed by teachers and educators since the late 1900s, few studies were found about the reflective teaching in English listening teaching in China. Due to the increasing proportion of listening in College English Test 4 & 6, this paper applies the reflective teaching into college English listening teaching to describe and analyze teachers'reflection on an overall view for the aim of improving the listening teaching.
The research employs an empirical method on the basis of collected data from a sample of college English teachers and college students to analyze the attributes of teachers'reflection in college English listening teaching.
Such three branches as the reflective process, the reflective means, and the reflective contents are examined in the reflective teaching in college English listening teaching. First of all, findings in the reflective process in listening teaching reveal that reflection follows a flow of retrospection in listening teaching, introspection of mental work and solution to popped problems. Then, when asked the means of reflection, most teachers surveyed use the spoken means instead of written ones. It is analyzed that only by writing, can a scientific, rational, and logical thought pattern be nurtured in reflection since writing demands the integration of ration and logic. Finally, the reflective contents are focused on the goal of listening teaching and the object of listening. Findings show that most teachers neglect the realization of students'enjoyment and realization of self-value, that teachers make less use of combining speaking with listening comprehension during the process of listening teaching in class, and that teachers pay less attention to questioning in listening class.
Taken together, the research suggests some pedagogical implications for college teachers. Necessarily they may take a continuous writing as a habit in their reflections of English listening teaching, making their reflections toward a rational and logical direction. And through enriching their practice in English listening teaching and a continuous study, they can manage to help students with the realization of their emotional joy and improvement of comprehension in English listening.
引文
[1]Bartlett, L. Teacher Development Through Reflective Teaching. In Richards J. C. et al. (ed.), Second Language Teacher Education[C]. Beijing:Foreign Language Teaching and Research Press,2000.
[2]Clarke, P. Reflective Teaching Model:A Tool for Motivation, Collaboration, Self-reflection, and Innovation in Learning[J]. Numero Extraordinario, Ano 2005, (5):32-38.
[3]Conford, I. Reflective Teaching:Empirical Research Findings and Implications for Teacher Education[J]. Journal of Vocational Education Training,2002, 54(2):76-80.
[4]Cruickshank, D. R. Helping Teachers Achieve Wisdom[Z]. Manuscript, College of Education, Ohio State University, Columbus, Ohio,1984.
[5]Cruichshank, D. R.& J. H. Applegate, Reflective Teaching As a Strategy for Teacher Growth[J]. Educational Leadership,1981,38:53-58.
[6]Freeman, D. The Hidden Side of the Work:Teacher Knowledge and Learning to Teach [J]. Language Teaching,2002,35:1-13.
[7]Genessee, F.& Johna A. U. Classroom-based Evaluation in Second Language Education[M]. Beijing:Foreign Language Teaching and Research Press,2001.
[8]Gimenez, T. Reflective Teaching and Teacher Education Contributions from Teacher Training[J]. Linguagem & Ensino,1999,2(2):129-143.
[9]Inrospection-Answer.com. [EB/OL] [2009-10-18] http://www.answers.com/topic /introspection. Introspection-Wikipedia. The Free Encyclopedia [EB/OL] [2009-10-18] http: //en. wikipedia.org/wiki/Introspection.
[10]Kevin, W. K. C. From Writing to Chatting:Promoting Reflective Practice Amongst Inservice ESL/EFL Teachers[J]. Teaching English in China (Quarterly), 2000,23(1):8-13.
[11]Lange, D. L. A Blueprint for a Teacher Development Program, In Richards J. C. et al. (ed.), Second Language Teacher Education[C]. Beijing:Foreign Language Teaching and Research Press,2000.
[12]Long, M. H.& Jack C. R. (ed.). Methodology in TESOL[M]. Beijing:Foreign Language Teaching and Research Press,2006.
[13]McCann, T. M. et al. (ed.) Reflective Teaching, Reflective Learning[M]. Cambridge:Patricia Adams,2005.
[14]McKay, S. L. The Reflective Teacher:A Guide to Classroom Research[M]. Beijing:People Education Publisher,2007.
[15]Pacheco, A.Q. Reflective Teaching and Its Impact on Foreign Language Teaching[J]. Numero Extraordinario, Ano 2005, (5):1-19.
[16]Posner, G. J. Field Experience:Methods of Reflective Teaching (ed.)[M]. New York:Longman,1989.
[17]Retrospection-Merriam-Webster. [EB/OL] [2009-10-18] http://www.merriam-webster.com/dictionary/retrospection. Retrospection-Wikipedia. The Free Encyclopedia [EB/OL] [2009-10-18] http: //en. wikipedia.org/wiki/Retrospection.
[18]Richards, J. C. Beyond Training[M]. Beijing:Foreign Language Teaching and Research Press,2001.
[19]Richards, J. C. Teaching Listening and Speaking[M]. Cambridge:Cambridge University Press,2008.
[20]Richards, J. C. The Context of Language Teaching[M]. Beijing:Foreign Language Teaching and Research Press,2001.
[21]Richards, J. C. and D.Nunan (eds.). Second Language Teacher Education[C]. Beijing:Foreign Language Teaching and Research Press,2000.
[22]Roberts, J. Language Teacher Education[M]. London:Arnold,1998.
[23]Schon, D. The Reflective Practitioner[M]. New York:Basic Books,1983.
[24]Smith, L. E. Mother's Speech to Children Learning Language[J]. Children Development,1972,43:549-565.
[25]Solution-Merriam-Webster. [EB/OL] [2009-10-18] http://www.merriam-webster.com/dictionary/retrospection. Solution-Wikipedia. The Free Encyclopedia [EB/OL] [2009-10-18] http: //en. wikipedia.org/wiki/Solution.
[26]Vanpatten, B. From Input to Output (A Teacher's Book for Second Language Acquisition)[M]. Beijing:World Books Publisher,2007.
[27]Wallace, M. J. Training Foreign Language Teachers[M]. Cambridge:Cambridge University Press,1991.
[28]Williams, M.& L. B. Robert. Psychology for Language Teachers[M]. Beijing: Foreign Language Teaching and Research Press,2000.
[29]郭中然.浅论大学教师的教学反思[J].沧州师范专科学校学报,2005,21(1)：87-89.
[30]洪明.教师教育的理论与实践[M].福州：福建教育出版社,2007.
[31]洪明,黄宇星.美国学者对反思性教学的分类及启示[J].教育评论,2002,(5)：100-102.
[32]黄换乃,赵洁等.工科大学生英语学习偏好和教师教学偏好研究[J].跨世纪,2008(9)：35-37.
[33]梁虹.大学英语听说课程的反思性教学[J].宁波大学学报,2005,27(4)：55-58
[34]李景泉.中国大学二年级英语学习者的学习偏好[J].美中外语,2003,1(2)：12-24.
[35]李雪梅.外语师资教育中的反思性教学[J].四川师范学院学报,2001,(5)：57-61.
[36]刘晓莉.谈高校英语教师的自身发展途径[J].教育与职业,2006,(5)：47-47.
[37]路海东(主编).学校教育心理学[M].长春：东北师范大学出版社,2007.
[38]宁天.略论教学反思[J].华南师范大学,2005,21(4)：50-52.
[49]彭伟强,朱晓燕,钟美华.外语教师教育与发展研究：现状、思考与展望[J].外语界,2008,(5)：38-45.
[40]茹宗志,李军靠(主编).教育学教程[M].西安：西北大学出版社,2006.
[41]史蒂夫·考夫曼.读者[J]兰州：读者出版集团,2009,(3)：27.
[42]孙晓云.反思性教学在英语听力教学中的应用[J].重庆大学学报,2002,(5)：99-101.
[43]王蔷.英语教学法教程[M].北京：高等教育出版社,2003.
[44]王小娟,高红莉.教师自身的发展与外语教学水平的提高：浅谈反思性教学在大学英语教学中的应用[J].中美英语教学,2006,(4)：43-46.
[45]吴一安.外语教师研究成果与启示[J].外语教学理论与实践,2008,(3)：32-39.
[46]熊川武.反思性教学[M].上海：华东师范大学出版社,1999.
[47]张洪秀.国内反思性研究综述[J].黑龙江教育学院学报,2008,27(3)：44-46.
[48]张立昌.自我实践反思是教师成长的重要途径[J].教育实践与研究,2008,(3)：32-39.
[49]赵宏义,于秀华(主编).新时期教师职业道德修养[M].长春：东北师范大学出版社,2005.
[50]周燕.高校英语教师发展需求调查与研究[J].外语教学与研究,2005,37(3)：206-211.
[55]周燕.高校英语教师发展需求调查与研究[J].外语教学与研究,2005,37(3)：206-211.
[2]Clarke, P. Reflective Teaching Model:A Tool for Motivation, Collaboration, Self-reflection, and Innovation in Learning[J]. Numero Extraordinario, Ano 2005, (5):32-38.
[3]Conford, I. Reflective Teaching:Empirical Research Findings and Implications for Teacher Education[J]. Journal of Vocational Education Training,2002, 54(2):76-80.
[4]Cruickshank, D. R. Helping Teachers Achieve Wisdom[Z]. Manuscript, College of Education, Ohio State University, Columbus, Ohio,1984.
[5]Cruichshank, D. R.& J. H. Applegate, Reflective Teaching As a Strategy for Teacher Growth[J]. Educational Leadership,1981,38:53-58.
[6]Freeman, D. The Hidden Side of the Work:Teacher Knowledge and Learning to Teach [J]. Language Teaching,2002,35:1-13.
[7]Genessee, F.& Johna A. U. Classroom-based Evaluation in Second Language Education[M]. Beijing:Foreign Language Teaching and Research Press,2001.
[8]Gimenez, T. Reflective Teaching and Teacher Education Contributions from Teacher Training[J]. Linguagem & Ensino,1999,2(2):129-143.
[9]Inrospection-Answer.com. [EB/OL] [2009-10-18] http://www.answers.com/topic /introspection. Introspection-Wikipedia. The Free Encyclopedia [EB/OL] [2009-10-18] http: //en. wikipedia.org/wiki/Introspection.
[10]Kevin, W. K. C. From Writing to Chatting:Promoting Reflective Practice Amongst Inservice ESL/EFL Teachers[J]. Teaching English in China (Quarterly), 2000,23(1):8-13.
[11]Lange, D. L. A Blueprint for a Teacher Development Program, In Richards J. C. et al. (ed.), Second Language Teacher Education[C]. Beijing:Foreign Language Teaching and Research Press,2000.
[12]Long, M. H.& Jack C. R. (ed.). Methodology in TESOL[M]. Beijing:Foreign Language Teaching and Research Press,2006.
[13]McCann, T. M. et al. (ed.) Reflective Teaching, Reflective Learning[M]. Cambridge:Patricia Adams,2005.
[14]McKay, S. L. The Reflective Teacher:A Guide to Classroom Research[M]. Beijing:People Education Publisher,2007.
[15]Pacheco, A.Q. Reflective Teaching and Its Impact on Foreign Language Teaching[J]. Numero Extraordinario, Ano 2005, (5):1-19.
[16]Posner, G. J. Field Experience:Methods of Reflective Teaching (ed.)[M]. New York:Longman,1989.
[17]Retrospection-Merriam-Webster. [EB/OL] [2009-10-18] http://www.merriam-webster.com/dictionary/retrospection. Retrospection-Wikipedia. The Free Encyclopedia [EB/OL] [2009-10-18] http: //en. wikipedia.org/wiki/Retrospection.
[18]Richards, J. C. Beyond Training[M]. Beijing:Foreign Language Teaching and Research Press,2001.
[19]Richards, J. C. Teaching Listening and Speaking[M]. Cambridge:Cambridge University Press,2008.
[20]Richards, J. C. The Context of Language Teaching[M]. Beijing:Foreign Language Teaching and Research Press,2001.
[21]Richards, J. C. and D.Nunan (eds.). Second Language Teacher Education[C]. Beijing:Foreign Language Teaching and Research Press,2000.
[22]Roberts, J. Language Teacher Education[M]. London:Arnold,1998.
[23]Schon, D. The Reflective Practitioner[M]. New York:Basic Books,1983.
[24]Smith, L. E. Mother's Speech to Children Learning Language[J]. Children Development,1972,43:549-565.
[25]Solution-Merriam-Webster. [EB/OL] [2009-10-18] http://www.merriam-webster.com/dictionary/retrospection. Solution-Wikipedia. The Free Encyclopedia [EB/OL] [2009-10-18] http: //en. wikipedia.org/wiki/Solution.
[26]Vanpatten, B. From Input to Output (A Teacher's Book for Second Language Acquisition)[M]. Beijing:World Books Publisher,2007.
[27]Wallace, M. J. Training Foreign Language Teachers[M]. Cambridge:Cambridge University Press,1991.
[28]Williams, M.& L. B. Robert. Psychology for Language Teachers[M]. Beijing: Foreign Language Teaching and Research Press,2000.
[29]郭中然.浅论大学教师的教学反思[J].沧州师范专科学校学报,2005,21(1)：87-89.
[30]洪明.教师教育的理论与实践[M].福州：福建教育出版社,2007.
[31]洪明,黄宇星.美国学者对反思性教学的分类及启示[J].教育评论,2002,(5)：100-102.
[32]黄换乃,赵洁等.工科大学生英语学习偏好和教师教学偏好研究[J].跨世纪,2008(9)：35-37.
[33]梁虹.大学英语听说课程的反思性教学[J].宁波大学学报,2005,27(4)：55-58
[34]李景泉.中国大学二年级英语学习者的学习偏好[J].美中外语,2003,1(2)：12-24.
[35]李雪梅.外语师资教育中的反思性教学[J].四川师范学院学报,2001,(5)：57-61.
[36]刘晓莉.谈高校英语教师的自身发展途径[J].教育与职业,2006,(5)：47-47.
[37]路海东(主编).学校教育心理学[M].长春：东北师范大学出版社,2007.
[38]宁天.略论教学反思[J].华南师范大学,2005,21(4)：50-52.
[49]彭伟强,朱晓燕,钟美华.外语教师教育与发展研究：现状、思考与展望[J].外语界,2008,(5)：38-45.
[40]茹宗志,李军靠(主编).教育学教程[M].西安：西北大学出版社,2006.
[41]史蒂夫·考夫曼.读者[J]兰州：读者出版集团,2009,(3)：27.
[42]孙晓云.反思性教学在英语听力教学中的应用[J].重庆大学学报,2002,(5)：99-101.
[43]王蔷.英语教学法教程[M].北京：高等教育出版社,2003.
[44]王小娟,高红莉.教师自身的发展与外语教学水平的提高：浅谈反思性教学在大学英语教学中的应用[J].中美英语教学,2006,(4)：43-46.
[45]吴一安.外语教师研究成果与启示[J].外语教学理论与实践,2008,(3)：32-39.
[46]熊川武.反思性教学[M].上海：华东师范大学出版社,1999.
[47]张洪秀.国内反思性研究综述[J].黑龙江教育学院学报,2008,27(3)：44-46.
[48]张立昌.自我实践反思是教师成长的重要途径[J].教育实践与研究,2008,(3)：32-39.
[49]赵宏义,于秀华(主编).新时期教师职业道德修养[M].长春：东北师范大学出版社,2005.
[50]周燕.高校英语教师发展需求调查与研究[J].外语教学与研究,2005,37(3)：206-211.
[55]周燕.高校英语教师发展需求调查与研究[J].外语教学与研究,2005,37(3)：206-211.