外语教育学论文 10页

LearningtoTeachisaProcessofReflectionWiththeeducationreform,thetraditionaltestmethodscannotmeettherequirementsoftheexistingeducationalsystem.Asaresult,teachersnowadaysarefacedwithashiftfromthetraditional-typedtothenewoneswithbothoriginalityandacademicinquiry.Thereflectiveteachinghasbecomeatrendofdevelopinginternationalteachers9education,andthedemandanddirectioninthenationalteachereducationinnovation.Sincetheideaisquitepopular,almostalltheteachersareactivelyengagedintryingit.Then,aquestionarises:howtodoandwhattodo?Howtodoitbettersoastobringaboutadesiredresult?Iattempttoanswerthesequestionsbasedonmyownteachingexperienceandourmicro-teaching.IwouldliketosharemyopinionsaboutEnglishteachingreflection,especiallyabouttheEnglishteachinginmiddleschools・Englishisalanguageusedinmostinternationalorganizations,internationaltradeandtourism.ItismoreandmoreimportanttohaveagoodknowledgeofEnglish.Therefore,howtoteachEnglishistheresponsibilityofallEnglishteachers.Reflectiveteachingis,inessence,aprocessofself-introspection,aprocessofself-negation,andaprocessofself-surmounting.Itistheworkofidentifyingproblemscomingupfromourteachingpracticeandtheworkofsolvingthem.Actually,learningtoteachisaprocessofreflection.I.TheDevelopmentandSignificanceofReflection\nThenotionofreflectionisnotnewatall.Asamatteroffact,theawarenessofreflectionwasperceivedbyhumankindsinancienttimes.ManyChineseproverbsreflectthisidea,suchas"Ireflectonmyownactionsthreetimeseveryday"（吾LI三省吾身），"Searchyourheartandreflectonyourself9（扌口心自问）andsoon.Unfortunately,ancientpeopleinChinadidnotformulateatheoryofreflection.However,manyexpertscomeupwithmanytheoriesaboutEnglishteachingnow,includingteachingspeaking,teachinglistening,teachinggrammar,classroommanagementandlessonplanning・Apartfrombasictheoriesofeducation,modernteachersshouldalsohaveagoodmasterofprofessionalknowledgetoimprovetheeducationalquality.AsEnglishteachers,weshouldenrichourknowledgeandbroadenourhorizonstokeepthepacewithtimes.Inmysparetime,IusuallyreadtheEnglishversionofChinaDailyonlinetogetfamiliarwithsomecatchphrases,suchascampusbelle,smogfee,richandbitch,emptynestersandsoon.Thereisasayingthatteachersarearchitectsofhumansouls.Schoolisaplacewhereeachstudentlivesandlearns・Andthewaysofschooleducationhaveagreatinfluenceonstudents・Ateachernotonlyteachesstudentsculturalknowledge,butalsoundertakesthestudents9ideologicalandmoraleducation.Therefore,weshouldattachagreatimportancetothe\nstudents9ideologicalandmorallevel,whichnotonlydependsonteachers9verbaleducation,butalsodependsonteachers5behaviors・ILVariousKindsofReflectionMethodsInthefollowingpart,Iwillcombinemypart-timeteachingexperiencewithourmicro-teachingtosharemyopinionsaboutEnglishteaching.Asforeignlanguageteachers,weshouldbegoodatabsorbingintheessenceofthewesterncountriesandapplyingitintopractice・Besides,everyeducatorshouldbeconsciousoflife-longlearning・Oneisnevertoooldtolearn・Accordingtotheteachingprocess,reflectiveteachingcanbedividedintoreflectionbeforeteaching,reflectionduringteaching,andreflectionafterteaching・Ateacherwithmaturereflectionbeforeteachingcanimprovehisteachingpredictionandanalysisability,whichisthepreconditionofteacher'ssuccessinteaching.Ateacher'sreflectionduringteachingcanimprovehisabilitytodealwithchangesandflexibility,whichisthekeytosuccessfulteaching・Afterclassreflectioniscriticalandinnovative,whichcanhelpateachertosummarizeandevaluatetheadvantagesanddisadvantagesofhisteaching,andprovidesometeachingexperienceforthefutureteaching・Anotherproblemarises,thatis,howcanwereflectourteaching?\nThereareavarietyofapproachestoreflectourteaching,suchaswritingteachingdairies,watchingtheteachingvideosafterclass,analyzingsometypicalcasesduringteachingandsoon.Personallyspeaking,Iwouldliketotakethefollowingmethodstoimprovemyselfandreflectmyteaching.2.1PersonalReflectionThefirstandthemostimportantbasisforprofessionalprogressissimplyateacher^ownreflectionondailyclassroomevents・Veryoftenthisreflectionisquitespontaneousandinformal,andhappenswithoutanyconsciousintention.Wemaystartpuzzlingaboutwhattodoaboutaproblembeforeweworkoutwhysomethingwassuccessfulandthinkoveraplaninthelightofthelastlesson.Inordertogetovertheseproblems,Iwillfinditnecessarytowritesomethingdown.2.2AskingLearnersAskstudentstospeakoutwhattheyreallythink.Ateachershouldaskopenquestionsratherthanclosedquestionstoenablehisstudentstosaywhattheywanttosay.Thefeedbackmaybedifficultforthefirsttime,buttheendresultofhonesty,opennessandmutualrespectwillcertainlyhaveagreatlong-termbenefit.2.3SharingwithaColleagueInformaldiscussionswithacolleaguewithwhomhefeelateasecancontributealottohisdevelopment.Whatistobesharedmaybenegative\norpositive:ontheonehandhemaywishtofindasolutiontoaproblem,tellsomethingabouthisfailure,andgetanideaastohowtoteachsomething;ontheotherhand,hemaywishtotellsomeoneaboutanoriginalsolutionhehasfoundtoanoldproblem,sharethedelightinsuccess,anddiscussanewteachingideahehashad・2.1In-houseStaffMeetingsMeetingsofgroupsofteachersinEnglishdepartmentcanalsoprovideaforumforsharingreflections,problemsandsuccess・Inthiscase,themeetingmayneedtobemoreformallystructured,tomakesurethateveryoneparticipatesandbenefits・Somefocusedmaintoolsusedtopromotereflectionareasfollows:journal,audioorvideorecordings,lessonreports,surveysandquestionnaires,andclassroomobservation.IILSomePersonalTipsonEnglishTeachingItisfarfromenoughforagoodteachertomastersomebasicteachingprinciplesandmethods・Moreimportantly,heshouldapplythesetheoriesintopracticeandfindthebestmethodfordifferentlevelsofstudents・Basedonmyownteachingexperience,IwillmainlygivesometipsabouthowtoteachEnglishfromthefollowingperspectives・3.1TeachingPronunciationAsakindoflanguage,pronunciationisveryimportanttoEnglish.Therefore,teachersshouldpaymoreattentiontothepronunciation.After\nwatchingthevideo,Igetsomepointsabouthowtoteachingpronunciation.First,pronunciationshouldbepresentedcombiningwiththeteachingofotherspartsofEnglishincludingvocabularystructureandsoon,insteadofspendingaspecifictimeteachingit.Whilehowtoteachpronunciationwellisachallengeforateacher,especiallyforme.Atthevideo,theteacherdoeswellwithpresentingtheheapofinterestingsituationsandpictureswhichcannotonlyletstudentsunderstandeasily,butalsoarousetheirinterestinEnglishlearning.3.2TeachingVocabularyAccordingtoEbbinghaus,curveofretention,whathasbeenlearnedisforgottenby50%within24hours・Soinmyclass,studentsarerequiredtoreviewtheday'slessonintheeveningandbecheckedthenextday.Ageneralrevisiontakesplacebeforethemiddleandterminalexamsandatthebeginningofanewterm.Aboutvocabularyteaching,MsXiongandMsZhanginthemicro-teachingmentionedthatthereisaprocessaboutvocabularyforEnglishlearnerstomemorizewordswhicharestoring,keepingandretrievingofwordsatthevideo.So,weshoulddealwiththosethreestepswellinvocabularyteaching.Thatisreallyabrightguidanceformeabouthowtoteachingvocabulary.Ibenefitalotfromit.AsanEnglishteacher,Icanmakegooduseofwordcards,preparedbythestudentsundertheteacher'sdirection,toguidethemtomemorize\nEnglishwordsefficient!y.Wordscanbearrangedindifferentwaysaccordingtopartsofspeech,namesofthings(e.g.animal,plant,food,fruit,season,month,ect.),synonyms,wordroots,andwordcollection.Thepointistomakethewordsappearfrequentlysoastostrengthenthememory.However,highfrequencyisbestrealizedintextlearning,extensivereading,listening,talkingandcomprehensiveexercises,wherewordscomeintouseindifferentcontexts・Sometimes,Icangivesomevividanduniqueconnotationsbymyimaginationandassociationtosomewordstoimpresstheminstudents'memory.Forinstance,whenIteachtheword"family"tostudents,Iwillassociatewiththeinitialletterofthesentence“FatherandmotherIloveyoif；whichmakeitmucheasierforstudentstoremember.3・3TeachingGrammarInthemicro-teaching,MsZhaointroducedthethree-stageteachingmodeltoteachgrammar,thatisPPP(Presentation,PracticeandProduction)Model.Wecanusethedeductivemethod,theinductivemethodandtheguideddiscoverymethodtopresentgrammarinclass.Differentgrammaticalpatternsshouldbetaughtbydifferentmethods.Asforgrammarteaching,firstwemustbeclearthatgrammarisalsoveryimportantinEnglishteaching.AlthoughthenewcurriculumpointedthatteachersshouldpaylessattentiontoEnglishgrammar,itdidnotmeanthatteacherscanignoreit.Onthecontrary,teachersshouldconcentrateon\ngrammar,justwithsomebettermethods・Teachersusedtoteachgrammarinacertainpartbyarrangingsomecertaintimetoteach・Whilenowadaysmanyexpertssuggestthatitisbettertocombinegrammarwithotherparts.Thatistosay,grammarcanbeexplainedinreading,writing,listeningorsomeotherparts.3.4TeachingListeningListeningisverydifficultformostEnglishlearnersinChina,andhowdowesolvethisproblem?Inthemicro-teaching,Iintroducedsomecharacteristicsofthelisteningprocessandsomeprinciplesforteachinglistening.Onlybymasteringtheapproachesofbottom-upmodelandtop-downmodelcanweteachEnglishaseasyasacake・Whetherlistenerswoulduseonemorethantheotherdependsonthepuiposeoflisteningandhowefficientlythelistenersdealwithwhattheyhear.Beforelistening,thestudentsshouldbeaskedtoreadtherequirementsinadvanceandpredictwhattheymayhearandguessthecorrectanswer.Inwhile-listeningstage,theteachershouldnotexpectthelearnerstotrytounderstandeverywordbuthelpthelearnerstoprocesstheinformationactivelybyinvolvingtheminpracticingdifferentlisteningskills・Webelievethatabetterunderstandingofthelisteningprocessandthecharacteristicsofspokenlanguagewillhelpusunderstandthedifficultiesthatstudentsexperienceindevelopinglisteningskills.Listeningactivities\nshouldnotmerelytestthestudents5memoryasmanytraditionaltest-orientedlisteningexercisesdo.Teachinginaccordancewiththestudents9aptitude,thisisaproblemofadoptingdifferentteachingmethodsaccordingtodifferentteachingsituations・Differentlevelsofstudentshavedifferentmaterials,schedulesandevaluationcriteria・Thefastgroupisstudent-centered,withtheteacheractingasafacilitator,whiletheslowgroupismainlyworkingunderinstruction.IV.Conclusion6"Theflourishofnationdependsoneducation.Theflourishofeducationdependsonteachers9,(MinistryofEducationinChina,1996).Thequalityofteachersisvitaltoeducationquality.Teachingisaprofessionaljob・Ateacherasaprofessionalhasindependentsystemsoftheories,professionalnorms,acompletesystemofknowledgeandskills.Therolesofteachersarenotonlytotransferknowledgetostudents,butalsoteachthemhowtobehave,howtothink,andhowtohelpstudentstohavepositivebeliefs.Teachersnotonlyknowwhatknowledgeshouldbetransfen*ed,butalsoknowhowtotransferitandwhatteachingstrategieswillbeusedforindividualstudents・Thepresentstudyrevealsthatamiddleschoolteachershouldapplythetheoryofreflectiveteachingtopracticalroutineteachingaccordingto\nnewEnglishcurriculumstandard.Astheoldsayinggoes“ateacheristhepersonwhocouldpropagatethedoctrine,impartprofessionalknowledge,andresolvedoubts.^^Nobodyisbornasateacher,soateachermustlearntoteach,andlearntolearn.Afterhavinglearnedtoteachforalongperiodoftime,Igraduallyunderstandthatlearningtoteachisareflectiveprocess・Tosumup,thenewwayofteachingopensawindowforustolookatteachingwithfresheyes,toexamineourteachingstrategyfromadifferentperspective,andtolookforwardtoabetterteachingmodel・