Download
1 / 36
360 likes | 481 Views
E N D
Reflection, Change and Reconstruction in the Context of Educational Reform and Innovation in China: Towards an Integrated Framework Centred on Reflective Teaching Practice for EFL Teachers’ Professional DevelopmentYuhong Jiang Southwest University, ChinaUniversity of Cambridge, the UK swnu2004@163.comyj225@ cam.ac.uk
研 究 背 景 目前中国外语教师教育改革现状 • 新世纪中国的外语教师教育面临着各方面的挑战 • 传统的外语教师培训模式的不足 • 1.仅仅侧重对教师的教学理论、教学技巧及方法的传输，而并没有让教师真正了解理论是如何用来支持教学实践的 • 2.传统的培训中所教授的教学理念、教学技巧和教学方法与教师的课堂实践的真实情况脱节，这导致了教师在实际操作中的困难 • 政府方面的努力 • 总体上来看，目前的状况是政府的教师教育政策与教师的教学实际的分离
本研究的目的在于深入理解参与式反思性实践对中国高校在职英语教师的教学与课堂实践的影响，探究教师关于英语教学及个人专业发展的信念以及课堂实践在实施反思性教学实践期间是如何转变及发展的本研究的目的在于深入理解参与式反思性实践对中国高校在职英语教师的教学与课堂实践的影响，探究教师关于英语教学及个人专业发展的信念以及课堂实践在实施反思性教学实践期间是如何转变及发展的 The purpose of the study is to gain a better understanding of how engagement in reflective practice has an impact on university in-service EFL teachers’ thinking about teaching and on their classroom practice, and how the teachers’ beliefs about English teaching and their practice in the classroom are transformed and developed over the course of the preparation programme 研 究 目 的
Bartlett (1990: 213) states: “Becoming reflective forces us to adopt a critical attitude to ourselves as individual second language teachers — to challenge our espoused personal views about teaching”. Farrell (2007: 9) places a similar emphasis on the pattern of reflective teaching by noting that reflective language teaching is “a bottom-up approach to teacher professional development” that is based on the belief that teachers could “improve their understanding of their own teaching by consciously and systematically reflecting on their teaching experiences”. The contributionsof reflective language teaching 相 关 文 献
相 关 文 献 The critiqueof reflective teaching and the gap between reflective teaching models and the classroom practice • According to Burton (2009: 299), “criticisms of reflective practice tend to focus on what teachers actually do and/or don’t do and ignore the contextual factors, which influence what teachers are encouraged to do”. • Moreover, Moon (2000: 31) notes that where and when reflection actually occurs and when it leads to learning, and what the relation between reflection and learning is, are still largely unanswered important questions.
How does training in reflective teaching contribute to the evolution, if at all, in the EFL teachers’ thinking about English language teaching? Research Question 1: 研 究 问 题 How does reflective teaching have an impact, if at all, on the teachers’ performance in EFL classroom practice? Research Question 2: How do the students view the impact of reflective teaching on their teachers’ classroom practice? Research Question 3:
理 论 基 础 认识论范式Epistemological paradigm ■解释主义interpretivism ■ 建构主义constructivism 理论视角Theoretical perspective ■ 行动中的反思reflection-in-action ■ 行动后的反思reflection-on-action
多个案、多维度的分析才能辨别出研究主体的相似性和差异性（Stake, 2005） • 数据来源主要有两个方面： (1) 笔者对教师课堂的直接观察； (2) 教师对自己课堂实践的说明、解释和反思 • 数据分析侧重于反思性教学对教师课堂实践表现的影响，主要在三个方面： （1）教学策略； （2）教师的学生意识； （3）教师与学生的关系。
新手教师的教学目标与教学技巧的改进 • 数据分析显示，新手教师在这个过程中逐步使用更多有效的教学技巧。 • 在此过程中，三位新手教师报告了他们在教学实践中教学策略的改进。
教师A报告了她教学中的一个真实事例： “拿语音教学为例子吧，过去的一两年里我通常是先教语音知识，接着是超语音方面的知识。我那时一直认为学生的理解能力有限，教前者之时，后者最好先不提到，在一段时间内只专注一件事能让学生更好地理解、记忆和练习。但是我还是不满意这种方法的结果，我重新反思了之前的教学方式，然后决定改变。我开始在教学之前提到一些必要的概念和语言现象，并且增加或者删减一些知识，以使学生能够对未来所学有所准备但又不会感觉负担过重，或者偏离要点。正如我预期的，学生非常喜欢这种方式，很多学生有明显的进步……这只是在进行深入的反思之后我在教学方面所作的调整的一个例子，当然在我教学的很多方面仍需进一步的反思和提高。我要做的是让教学反思成为我工作的一部分，它确实对我的教学有很大的帮助。” (A: Teaching report, 11 Oct 2009)
以下是笔者的一段课堂观察记录，反映了教师A课堂上学生的参与和兴趣，以及她在课堂上使用的不同的教学方法：以下是笔者的一段课堂观察记录，反映了教师A课堂上学生的参与和兴趣，以及她在课堂上使用的不同的教学方法： “ 在课堂上，她鼓励学生提出并回答有关词的用法、篇章理解以及语法规则的问题。与参与反思性教学活动前相比，她更多地运用了角色扮演、小组讨论及双人合作等方式。她还结合视频音频材料进行教学，学生们还通过唱歌、做游戏来主动使用目的语，这为学生创造了充足的目的语环境。” (Observation field notes, 18)
B: 我觉得教Language items那块，一般感觉就是几个方法，如翻译句子、给情景对话呀等等。但现在我在用一个比较有效的方法，因为我比较喜欢看美剧，所以如果其中有一个短语或句子是我们要学的，我都会用easy tool 把它剪辑下来，课堂上播给学生看。这样学生就不会产生疑惑：课本上学的东西生活中用不到。还有就是BBC的Take Away English也很有用。D: 我跟你的想法还是一样的，就是语法教学真的是最大的一个困难，如何把枯燥的语法生动地教给学生很不容易。最常用的方法就是几种：deduction、induction、blank-filling、用关键词总结课文，总感觉不够。B: 我也感觉方法不多样。D: 对，我觉得最大的问题还是讲词汇啊、语法啊。(B and D: Face-to-face discussion, 3 June 2009) 另外两位新手教师也认为他们在课堂中比以前使用了更多有效的教学策略。例如，教师B在与教师D的讨论中解释了一种全新的语法教学方法：
在参与反思性教学活动初期，教师C也在教学日志中写道：在参与反思性教学活动初期，教师C也在教学日志中写道： “我的教学方法很有限，所以我需要学习多种多样的教学方法来进行教学。我也注意到对于学习能力弱的学生我很少给予鼓励，所以他们很少有机会在课堂上发言。另外，课堂活动形式也不够丰富。另一个问题是有时我向学生提问之后，他们就低下头不说话了。对这样的状况我常常感到困惑，不知道真正的原因，也不知道采用何种方法去打破沉默。” (C: Teaching report, 5 March 2009) This excerpt indicated her frustration at the limited range of effective teaching techniques which were at her disposal to encourage student participation in class. However, analysis of the self-report data during the implementation of the reflective programme showed that she now seemed to put more emphasis on how to transmit knowledge to her students effectively.
据课堂观察和分析，这些改善主要体现在三个方面：据课堂观察和分析，这些改善主要体现在三个方面： 教学技能的进步 更多关注学生的自主学习 更多关注课堂活动的合理安排 熟手教师和专家教师在教学目标和策略方面的改进
关于教学技巧方面的进步，教师B在教师E的课堂中观察到他使用的两种教学方式，在观摩后的讨论中教师B谈到：关于教学技巧方面的进步，教师B在教师E的课堂中观察到他使用的两种教学方式，在观摩后的讨论中教师B谈到： B: 我昨天观摩了E老师的课。我觉得她在备课上确实花费了很多心思。有两点感触比较深：一点是她的课堂时间安排问题。因为我们通常是按教学环节的先后顺序来教学的，即先是lead-in，warm-up, 接下来到下一环节干什么，最后又干什么。这样，最重要的task通常都是放在最后面，下课铃一响，就没法进行了，你就不得不停止，下节课又要捡起来，这样讲课就缺乏连贯性。这也是我自己在教学中遇到的问题，在导入阶段，只要跟课文有关的，我都尽量让学生说，但有时学生会越说越远，这样的话lead-in会讲到20分钟，几乎半节课了，就没时间讲重点了，只好留到下一节课来处理。这样的话，教学的前后连贯性就没有了，所以我觉得时间安排应该好好琢磨的。而她上课是倒着来的。还有一点，她用了一个超好的技巧，就是在讲“Environmental pollution”这种比较枯燥的话题时，她找了一篇相关的且较容易news改写后变为关键词填空，再让学生从课文中的生词里选填，这样可以考察学生单词的掌握情况。我的问题是碰上自己不很感兴趣的文章如何来调动学生的积极性，尤其是遇到学生和老师都认为有点过时的话题时，我觉得自己很难把握。 (B and D: Post-peer-observation discussion, 25 June 2009)
关于培养学生的独立学习能力，通过观察他们的课堂，发现他们更注重帮助学生学会如何学习，而不仅仅是传授语言知识。教师 F谈到在课堂中他一直设法减少学生对老师讲授的依赖性，并且设法去创造让学生独立解决问题并完成任务的机会。他回忆到： “ 噢，这周我做了以前从没有做过的事。上周结束时，我告诉学生第五单元是讲海伦·凯勒是怎样发现世界的，这篇文章有多么鼓舞人，嗯，所以我希望就这个故事进行全班讨论，让学生们自己解释文中的语言点。我这么做是因为这些学生学英语已经快四个学期了，应该具有自己解决问题的能力并付诸行动。[…]。在学生试着自己解决语言难点时，一件事情发生了，有个学生问了一个问题，是关于一个复杂的句子的，其他人沉默了。当他请一个同学回答时，被请到的人总是迟疑地说“不知道”，提问的人觉得尴尬，不知道接下来怎么办，结果他们转向我寻求答案。课下我问同学为什么他们觉得这样的课堂讨论很难，他们说以前从没做过这样的课堂活动，他们比较习惯老师的讲解，一旦老师不教，他们就不知道该干什么，就觉得无助。看来学生们还是依赖老师的填鸭式教学。” ( Teacher F: Stimulated recall interview, 8 Apr 2009)
关于课堂教学活动的安排，对教师D的课堂观察分析表明，在参与反思性教学后她愿意在这方面作进一步的完善：关于课堂教学活动的安排，对教师D的课堂观察分析表明，在参与反思性教学后她愿意在这方面作进一步的完善： 我发现我过去的教学过于肤浅和形式化，在设计教学步骤和活动时，没有系统地思考我的教学目标和教学对象是什么，这多么可怕。但现在，备课时我常常问自己这些问题：“我的学生需要学什么？我怎样帮助我的学生学习？我怎样帮助他们提高学习能力？” 这些问题有助于教学活动的多样化和教学步骤的合理化。以这一课为例，我改变某些步骤和活动，使之更符合逻辑，更好地把我的教学思想传递给学生，更清楚地展示这篇课文的主题。 (D: Reflective journal, 23 Apr 2009)
新手教师的课堂互动形式的改进： For example, Teacher B established classroom norms for praise and criticism on the basis of the students’ performance in group work: they would either receive bonus points or have points deducted from the total scores. This was somewhat different from her classroom practice before her exposure to reflective practice, when there were not many students willing to participate and respond to questions. With her application of reflective teaching, the improvement in students’ participation in lessons was detectable. 师生课堂互动形式的改进
On the other hand, her management of learning was based on punitive principles rather than on positive reinforcement of the students. She said, “Concerning the role of teacher, I think I am like a teacher. Teachers should be authoritative, especially us novice teachers.” 我的课堂观察也表明这位教师关于教师的权威性的理念在其教学中有所反映: She was a serious teacher who expected students to comply with her rules. It was evident that she put a strong emphasis on order and discipline because her classroom was characterised by the dominance of teacher talk. (Observation field notes, 2)
同样, 教师 C 承认“更有耐心、更多地鼓励学生” 、 “避免使用负面的回应 ” (C: Stimulated recall interview, 17 Sept 2009) These teachers’ speculations revealed several important points about their progress toward a better understanding of strategies to improve the whole-class interaction. They used reflection to identify their problems, to show their confusion and misunderstandings, and then to explore how to cope with the situation.
熟手教师与专家教师对以学生为中心的探索式学习和合作学习的教学模式有更多尝试熟手教师与专家教师对以学生为中心的探索式学习和合作学习的教学模式有更多尝试 课堂观察表明，专家教师Teacher G的教学逐步倾向于学生的合作学习，这在她的教学日志中也得到印证： Today we discuss a feature film, Slumdog Millionaire, this year’s biggest winner of Academic Award (Oscar). We first review some elements concerning the film, like the director, the writer of the original novel, screenwriter etc. Then I give students 6 questions, among which they choose at least 3 they are most interested in for discussion. The students are to work in groups of four, discussing first, writing down their opinion about each question they’ve chosen, and then picking out one or more than one student to present the result of their discussion to the whole class, or even the whole group can work together to give their presentation (the form of presentation is not restricted). Before the presentation, I ask the students to paste their paper on the wall or the blackboard. The students walk around in front of the posters to see what questions other groups have chosen and what their opinions about these questions are. (G: Reflective journal, 27 June 2009)
教师E也在教师G的教学中发现他鼓励学生采用合作式学习的形式，E在她的听课记录中这样描述: What struck me most was the way she involved the students. The students were encouraged to bombard the teacher with questions that inspired both the teacher and students. Thus, the whole class was like a workshop at which everyone had a say. When it came to discussion, she was the one who was willing to share opinions with students. She was not just a teacher, but a group member as well. Throughout her lesson, the students were encouraged, inspired and challenged. Ms. G was neither the authority nor the one who dominated the class. (Teacher E: Peer-observation field note, 15 Oct 2009)
数据分析显示教师对学生的学习需求有了更多的回应。只是教师采用不同的方式来阐释教学与学生需求的联系。大致归纳出三种形式的阐释：数据分析显示教师对学生的学习需求有了更多的回应。只是教师采用不同的方式来阐释教学与学生需求的联系。大致归纳出三种形式的阐释： ■ focus on task content； ■ focus on task structure； and ■ focus on consulting the students about the teaching. 教师的学生意识的提高：对学生学习需求的不同回应
例如, 教师D和教师B都赞同英语课堂教学的内容要和学生的日常生活息息相关： D: 教育心理学有个原则就是把你的教学知识和学生的个人生活联系起来，我觉得很受启发，但如何把这一原则运用在实际中还是要花功夫的。 B: 我赞同，但我的方法与别人的有点不一样。我在导入课的时候，一般是从讨论生活中负面的事情开始的。比如在讲个人品质时，我给他们一些key words，让他们自己讨论他们80后这一代人有哪些弱点。这样他们可以对比课本中讨论的良好品质和他们自己总结的一些弱点，这样可以锻炼他们的逻辑思维能力。 (D and B: Face-to-face discussion, 3 June 2009)
教师G谈到了学生对她教学的反馈的价值所在，也谈到这是如何影响她的“反思性教学”: I noticed that the students were pretty interested in this type of class activity (discussion and presentation). After class I asked the students how to improve it. They said that the group was too small, consisting of only four students, so that during the presentation procedure the class might get bored, having listened to so many groups’ presentations (we have seven groups altogether that day). Their suggestions are well worth taking into consideration when I do this kind of activity again. (G: Reflective journal, 27 June 2009)
但是，教师F表达了他的忧虑：反思不能帮助他拥有更多的组织教学和回应学生需求的自由。他认为对一个教师的成就的评价最终取决于学校当局。他还认为在机构权威和教师之间存在不对等的权力关系。但是，教师F表达了他的忧虑：反思不能帮助他拥有更多的组织教学和回应学生需求的自由。他认为对一个教师的成就的评价最终取决于学校当局。他还认为在机构权威和教师之间存在不对等的权力关系。 According to Apple (1982) and Freire (1990), the university represented an institution in society that reinforced power differentials between the teachers and the authority within that institutional setting of the university.
“For better students, I gave them more chances to do more challenging work. For weaker students, I asked them simple questions and gave them some kind of hints” (Teacher C: Reflective journal, 21 Apr 2009); “For better students, I asked them to make up sentences with more new words. For weaker students, I gave them more time to think and, if necessary, offered an example for them to follow” (Teacher C: Reflective journal, 10 May 2009). D: “My method is to understand the different features of the more competent and less competent students. In class I assign different tasks to different groups of students based on their learning levels” (Teacher D and B: NetChat, 29 Oct 2009). 另一个方面的改进体现在教师根据学生不同的学习水平因材施教
对于新手教师和熟手教师来说，反思态度和能力的形成让他们和学生有更亲近更融洽的关系。以下是教师E、G、A探讨如何与学生构建融洽的关系，并交流了彼此的经验：对于新手教师和熟手教师来说，反思态度和能力的形成让他们和学生有更亲近更融洽的关系。以下是教师E、G、A探讨如何与学生构建融洽的关系，并交流了彼此的经验： G: 我带了两个班。我和他们的关系就很亲近，有时候我们是师生关系，但更多时候我们是朋友关系。 E: 我的情况正好和你相反，他们说有些老师经常表扬他们，全说他们的优点，没有点明他们的缺点，而我没有在班上公开评价某某做得不好的地方。我是以鼓励为主，如果某个同学的presentation没有做好，我在课后单独告诉他，因为顾及到他的面子，我不会当着全班同学的面讲。有些同学的自尊心很强，如果当着全班同学讲他的缺点，可能会伤了他的自尊心，就会打击他的积极性。 （Teachers E, G and A: Face-to-face discussion, 8 June 2009） 对师生关系的不同影响
新手教师B和熟手教师D在相互观摩课后的讨论：新手教师B和熟手教师D在相互观摩课后的讨论： B: 现在的孩子个性都非常强。如果给予批评，必须用很委婉的方式来说。 D: 90后一个最大的特点就是“自我”，他们认为自己的 看法就是最好的，你不能轻易改变他们的看法的，你如果这样做的话，他们就会和你理论，但他们有一个优点就是“自信”。如果他们犯了错，我一般是下课后和他们私底下交流，不会在课堂上批评他们 (B and D: Post-peer-observation discussion, 3 June 2009)
■ The investigation has provided insights into the different patterns of change in the classroom performance of the three groups of teachers during the study. ■ The data drawn from a variety of sources have shown how the teachers changed in a variety of ways and how their reflective teaching practice encouraged them to think about effective EFL pedagogy. ■ The analysis of the shifts in the classroom performance of the three groups of teachers has revealed that they encountered concern, doubt, uncertainty, and bewilderment in adopting this new approach. ■ Nevertheless the experience of reflective practice offered them the opportunity to develop a more appropriate performance in class. 研 究 结 果
处于三个职业阶段的教师在参与教学反思的过程中走过了不同的发展道路：处于三个职业阶段的教师在参与教学反思的过程中走过了不同的发展道路： ■ The novice teachers showed more improvement in their teaching skills than in their awareness of students and in their beliefs about affective factors in language education, and did not acquire clearer ideas about self-development compared with the other groups of teachers. They seemed to be more influenced by the context of teaching than the experienced teachers and be more open to the environment of the lessons. They showed less confidence in teaching and thus were less attached to certain approaches to teaching. ■ For the developing teachers, their beliefs about EFL teaching were more embedded in practice and less in prior thinking. There were some shifts in their instructional strategies, in response to the learners’ needs, and a greater focus on emotional factors in language education. ■ For the experienced teachers, there was more impact on incorporating the goal of developing students’ social and moral values in their teaching and less on pedagogical skills. They had clearer ideas on self-development and a better understanding of students than the novice teachers. 研 究 结 果
对外语教师专业发展、 教师教育者以及教师教育课程的启示 对教育机构、教育管理及政府的政策制定的启示 以反思性教学为途径的教师专业发展的启示 启 示
