关于引导方式的行动研究报告.docx

关于引导方式的行动研究报告

姓名： 实习学校： 任课班级：高一（14）

一、研究原因：
实习期间我总共上了9节课，通过指导老师和组员的评课以及自己观看录像，我发现自己的课堂存在很多问题，如教师话语混乱，没有逻辑，条理不清，甚至出现语法错误等。其中问题最大的是对学生的引导方式不够合理，当学生回答不上来我的提问时，我通常只是让学生读一下课文中的原句，然后我用中文翻译一下原句，没有进行进一步的解释和引导，帮助学生理解隐含意思。
根据研究表明，成功的课堂引导应符合以下要求：1. 课堂上，注意启发学生积极参与教学活动，不断深化课前设计的教学内容，使学生要成为积极理解和独立思维的主体。2.。在解决某一问题时，教师一般要按照课文的内容、学生的特点和自己的总体设计灵活运用教学方法，做出适当的选择。而我的课堂引导没有达到这些要求，为了解决这个问题，我有必要展开关于引导方式的行动研究，使自己的课堂教学得以改善。

二、调查方式：
课堂话语分析和指导老师及组员听课评课反馈
我于2012年11月7日在高一（14）班上了人教版必修一 Unit 5, Reading的内容，课后指导老师和组员都对这节课进行了评课反馈，我也将这节课的录音转写出来进行了话语的调查和分析。

三、调查结果和数据分析：
1、报告调查的总体情况
通过在高一（14）班上的Unit 5, Reading这一堂阅读课的话语分析，我总结了我这堂课的调查结果：作为一堂阅读课，在教学过程中，我没有教授学生相应的阅读技巧。当学生对某一课堂提问产生一种怀疑、困惑、焦虑、探究的心理状态时，我没有采用合理的方式去引导学生，启发学生去思考问题。
（1）阅读技巧。我要求学生扫读全文后，概括每部分的大意，然后填空。但是读前我没有进行阅读技巧的传授，所以学生读完以后都不能概括出来。在细读的时候，我也没有在读前告诉学生要抓住哪些关键信息进行思考，导致读后我讲解完implied meaning时，学生仍然存在困惑。
（2）引导。这节课不成功的很大原因在于教师的课堂引导方式不够合理。通过分析，我发现有以下明显的特点：
A.只关注部分基础较好的学生，忽视了大多数学生。当多数学生对课堂提问感到困惑不解时，我没有给学生充分的思考、理解和内化的时间，却急于说出答案。
B.对部分内容的讲解没有一个很清晰的思路，对学生的引导目的性不强，部分讲解话语甚至逻辑不严谨，出现较多语法错误。
C．部分提问难度偏大，要求学生从文本中的字面意思中挖掘出隐含问题。.为帮助学生理解，我设计了流程图，但多数学生对流程图中的各个条目不理解，导致学生对教师提问的意图不明确，我不加引导就呈现答案。

2、数据分析：
我针对我的“引导方式”做了如下分析
1．我没有给学生充分的思考理解时间，却急于说出答案。
典型例子：
T: What problem did Elias have in finding a job when he went to Nelson Mandela for advice in 1952?
Ss: No passbook.
T: Anything else?
(Ss keep silent，学生不能回答，教师立马呈现答案)
T: He had poor education and no passbook to live in Johannesburg.
2.引导只针对部分成绩优异的学生，而忽视了多数学生，学生积极参与度不高。
典型例子：
T: They firstly broke the law…
S1: Peacefully.
T: But this was not …
S1: Allowed
T: They chose to answer …
S1: Violence with violence.
T: Their final goal is for what?
(Ss keep silent)
T: To get the same rights as white people.
3.对题干本身的讲解不够到位，学生对提问意图不明确，而教师的引导方式只是呈现答案。
典型例子：
（此题要求学生细读第五段，完成流程图）
T: But is that the only reason? Read the last sentence together.
T: So Nelson Mandela’s …
(Ss keep silent)
T: Qualities 品质, right? His qualities influenced him a lot and made him realize to make black and white people …
S1: Equal.

四、研究计划和行动方案：
1、研究计划
实施阶段
实施时间
实施地点
实施对象
实施方法
数据统计与分析方法
第一阶段
2012.11.14
高一（14）
高一（14）全体学生
课堂实录分析
采用文本分析的方法分析课堂实录
第二阶段
2012.11.27
高一（14）
高一（14）全体学生
课堂实录分析
采用文本分析的方法分析课堂实录

2、行动方案
备课阶段，教师对所提问题要预先估计学生的各种回答和反应，设计相应的引导方式，而在课堂上教师要观察学生的反应，对引导方式做出适合的调整，如：
⑴提问更多“wh-”形式（以who, what, when, which, where, how等词开头）的细致的小问题。
⑵启发式（教师说出前半句，启发学生说出下半句）。
⑶翻译形式（英译汉或汉译英）。
⑷图表、流程图等更直观的形式。
⑸提示关键词。
⑹提问本身的调整。对一些比较复杂的提问，教师可以采用不同的形式重述问题，或者将问题简单化、具体化。
⑺学习策略的灌输（阅读技巧、听力技巧等）

五、研究过程：
第一阶段：
在备课阶段，我根据教案和课件将课堂主要教师话语写下来，其中特别关注我的每一个课堂提问，认真思考每一个提问对学生的难易度，提前预备一套引导方案。课堂上，我根据学生的反应和回答，选择相应的引导方式。
1、 数据分析：

提问
主要引导方式
具体步骤
引导结果
Q1: What was Elias’ job in 1952 when he was 12 years old? What was Elias’ job?

启发式

T: He got a job in a…?
Ss: A gold mine.
学生能得出答案，教师引导成功。

Q2: Why did Elias worry about his new job?

Ss: Because new job…
T: why he worried about?
(Ss keep silent and feel puzzled)
T: Because he had no passbook to live in Johannesburg. Do you still remember?
T: Turn to Page thirty-four, the 2nd Para. Can you find the answer? Thirty-four Page thirty-four.

教师直接给出答案后，学生仍感到困惑，引导失败。

Q3: Unfair situation, 不公平的待遇

启发式
T: They had no right to ….
(Ss keep silent)
T: The 4th Para, Page 34
T: They had no right to vote or choose their leaders.
T: No right to choose…
S1: The job.
T: Yes, the job they wanted.
T: They also had no right to decide …
Ss: Decide the parts.
T Decide where they lived.
T: They also had no right to …
Ss: Grow food.
T: Yes, grow food.
这个提问的答案有四个要点，教师先是让学生对答案进行定位，然后教师说出前半句，启发学生说出下半句。答案中的三个要点学生能通过教师的引导得出。

Q4: Do you know the reason why Nelson Mandela formed ANC Youth League?

翻译形式
（汉译英）
Ss: why?
T: 为了黑人的平等,怎么说？
Ss: Fight for black people. /Fight for equal.
T Fight for black people to get the equal rights. 为了黑人的平等, agree?
根据中文，学生能翻译出答案来，教师引导成功。

Q5: Listen to the tape and summarize the global idea

学习策略的灌输（听力技巧）
T: Ok, once again, and pay attention to the first sentence and the last sentence, first sentence and the last sentence.
T: can you catch?
Ss: No.
T: Once again, only the first Para, and pay attention to the first sentence.
T: now?
S2: Elias joined ANC Youth League
T: Yes, why Elias joined ANC Youth League.
文章的大意一般出现在文章的首末段，教师在训练听力的时候为学生灌输了适当的技巧，引导成功

Q6: Who can tell me the reason why Elias joined ANC Youth League?

翻译形式（英译汉）及启发式
T: Ok, firstly, black people had to get a passbook, right?
Ss: Yes.
T: 他们只有拥有了passbook才能居住。So they had no freedom to live.
T: Secondly, 他们不能选择他们想要的工作。White people sat in their offices, black people worked underground. So they had no freedom to work, right?
Ss: Yes.
T: Thirdly, they can’t get the best schools & doctors. So they had no freedom to …
S3: Live.
T: Yes, also live, for life.
T: So Elias joined ANC Youth League to get the same rights…
Ss: equal.
T: Yes, equal rights as white people.

这个提问是针对听力文本的主题，教师采用了两种引导方式，并根据文本中的关键信息，引导学生思考主题，并最终得出主题。

2、对本阶段方案实施效果的总结和反思：
1. 虽然仍有个别提问，没能给学生充足的思考时间，只关注到部分学生。但多数提问开始关注全体学生的反应和回答，学生开始积极参与教学活动。
2. 能够根据学生在课堂上的反应，对引导方式作出适时的调整，能根据实际情况较灵活的运用各种引导方式。
3. 在引导的过程，教师考虑到学生的英语听力较差，表达教师话语时放慢了语速，教师口语相对之前的阅读课有了一定的节奏感，并且借助肢体语言（手势）帮助学生理解。
总的来说，我的课堂引导有了较显著的改善，从课堂效果来看，学生基本上能在我的引导下理解提问的答案，这节课的课堂引导基本上符合要求。
3、对下一步行动方案的调整：
1.引导的时候要关注到多数学生的反应，根据他们的反应在课堂上做出适当的调整，或者重复引导。
2.加强教师口语方面的技能，教师话语要更加流畅简洁，减少语法错误。
3.在备课的时候可以预备多套引导方案，如果第一种引导方式不能帮助学生理解，可以换一种引导方式。
第三阶段：
在备课阶段，我充分考虑到学生的基础，所以对每一个提问都设计了多种引导方式备案。课堂上，一旦发现学生存在困惑，我抓住时机，选择恰当的方式去引导学生。
1、数据分析：
提问
主要引导方式
具体步骤
引导结果

Q1: Do you still remember what the passage is about?

启发式
T: It tells us the amazing history of …
Ss: Amber Room.
T: Yes, Amber Room, a cultural relic of two countries …
Ss: Germany and Russia.

学生能得出答案，教师引导成功。

Q2: Finish the table

用不同的形式重述问题
T: 我们先来讲一下表格里的内容，第二段提到了3个人物，who？
S: Frederick (学生对人名的读音有困难)
T: Frederick I, Frederick William I, and Peter the Great.
T: 这篇文章是关于Amber Room的, so What happened to the Amber Room? And Where did happened, in which country?
T: Now read the 2nd Para, and finish the table. Read the 2nd Para carefully, 读第二段，完成表格的前三行。

这个题干要求学生完成图表，但图表本身形式比较复杂，所以教师对图表的item 做出了解释，之后学生能准确回答，所以教师引导成功。

Q3: The missing of the Amber Room

流程图以及启发式
T: Time, which year?
Ss: Sep. 1941
T: Yes, Sep. 1941
T: Where?
Ss: Near St Petersburg.
T: Yes, St Petersburg.
T: And what did Russians do?
Ss: Furniture.
T: They were only able to remove some …
Ss: Some furniture.
T: And small …
Ss: Art objects.
T: What did Nazis do?
Ss: steal
T: Stole the room itself. :
……
（详见附录）

教师利用流程图，把琥珀屋消失的过程更直观地呈现给学生，使学生一目了然。教师引导很成功。

Q4: Sum up the history of the Amber Room

流程图以及提问更多“wh-”形式的提问

T: First who made the Amber Room? Who, which king?
……
S1: Frederick I
T: Frederick I, he made the Amber Room. Then he died, the Amber Room belongs to whom?
S1: Frederick William I
T: But Frederick William I didn’t decide to keep it.
Ss: Give to Peter the Great.
T: Yes, he gave it to Peter the Great as a gift. 作为礼物给了彼得大帝In return what did Peter the Great do？作为回答彼得大帝给了德国什么？
Ss: Best soldiers.
……
（详见附录）

教师采用流程图使琥珀屋的历史更直观明了；通过“wh-”形式的提问，学生对每一个历史事件有了深入的了解。学生通过教师的步步引导，可以总结琥珀屋的历史。

Q5: Do you know the reason why it was rebuilt?

翻译形式
（英译汉）
……
T: And it has survived for a long time. Amber Room 是不是存在了很长的一段时间。
Ss: Yes.
T: It has some values. The Amber Room 是不是有些艺术价值？
Ss: 是
T: Can you find some information about its artistic value? 艺术价值
……
T: cultural relic told people some things in the past. 文化遗产告诉我们过去发生的一些事件，Amber Room 是不是也有一些历史意义？
……
（详见附录）

采用翻译的形式，将琥珀屋重建的问题引申到琥珀屋作为文化遗产的意义上去。学生对于目标语的解释不能一下子反应过来，教师通过母语来辅助学生理解。教师引导的比较成功。
2、对本阶段方案实施效果的总结和反思：
1.这堂课我能根据学生的反应和回答，从课前设计的引导方式中选择比较合适的方案帮助学生理解。
2.课堂中的多数引导能针对全体学生，关注到他们的反应，且引导效果较为理想。
3.本堂课因为考虑到学生的基础，借助了过多的母语进行引导，有些过于迁就学生，降低了对学生的要求，不利于学生养成良好的英语阅读习惯和思维方式。
4.本堂课也借用了图表和流程图，与第一堂阅读课相比，这堂课对图表和流程图本身进行了解释，使学生明白设计这些形式的意图，且借助了合理的引导方式帮助学生得出图表和流程图所需要的答案。
3、对下一步行动方案的调整：
1.避免陷入一句话中既有英文又有中文翻译的引导模式中，提前准备好每一个引导的句子并预测学生的反应，尽量准备其他更加简单的英文话语进行解释和引导，帮助学生理解。
2.在引导的时候要注意适当的提高音量，关键词用重音强调，放慢语速，引起学生注意。

六、行动研究的总结和综合反思：
通过此次行动研究，我在课堂引导这方面得到了很大的改善。从原来的几乎不采取任何引导方式，直接呈现答案，到第二阶段备课时我设计出多套引导方式，并在课堂上能合理选择和成功运用，我有了较大的进步。我开始关注多数学生的反应，引导他们积极参与到教学活动中，为他们提供积极理解的情境，培养他们的独立思维。
虽然我的课堂引导仍然存在着许多问题（如教师技能方面，母语的适时使用等），但我知道，作为一名未来的英语老师，我的行动研究才刚刚开始，我会在今后的教学过程中不断地完善自己。

附录
（三堂课的课堂引导实录）
Book 1, Unit 5 Reading
Q1: (T asks Ss to skim for structure and fill in blanks.)
T: Part 1 (Para 1-2): The life of Elias …
Ss: before he met Nelson Mandela.
T: How about Part 2?
(Ss keep silent)
T: The change of Elias’ life after he met Mandela and what Mandela did influenced him.

Q2: T asks Ss to read Part 1 and answer the Qs.
T: What problem did Elias have in finding a job when he went to Nelson Mandela for advice in 1952?
Ss: No passbook.
T: Anything else?
(Ss keep silent)
T: He had poor education and no passbook to live in Johannesburg.

Q3: Since black people were treated unfair, they decided to fight against. But why did they choose a violent way? Let’s read the 2nd quote together and find out the reason.
T: We know black people faced unfair situation. So what could they do?
(Ss keep silent)
T: They had to fight the government or accept they were less important.
T: So what did they choose?
(Ss keep silent)
T: To attack the law.
T: They firstly broke the law…
S1: Peacefully.
T: But this was not …
(Ss keep silent)
S1: Allowed
T: They chose to answer …
S1: Violence with violence.
T: Their final goal is for what?
(Ss keep silent)
T: To get the same rights as white people.

Q4: As a matter of fact, Elias didn’t like a violent way. But why Elias was willing to help Nelson Mandela blow up some government buildings? Now we read 5th Para carefully.
T: He was …
(Ss keep silent)
T: Grateful when Mandela helped him …
(Ss keep silent)
T: In trouble.
T: But is that the only reason? Read the last sentence together.
T: So Nelson Mandela’s …
(Ss keep silent)
T: Qualities 品质, right? His qualities influenced him a lot and made him realize to make black and white people …
S1: Equal.

Book 1, Unit 5 Listening (第一阶段)
Q1: Next, what was Elias’ job in 1952 when he was 12 years old? What was Elias’ job？
Ss: A black worker.
T: He got a job in a…?
Ss: A gold mine.
T: He is a miner. 在金矿里工作

Q2: Why did Elias worry about his new job?
Ss: Because new job…
T: why he worried about?
(Ss keep silent and feel puzzled)
T: Because he had no passbook to live in Johannesburg. Do you still remember?
T: Turn to Page thirty-four, the 2nd Para. Can you find the answer? Thirty-four Page thirty-four.
(Ss keep silent)
T: Ok, let’s go on
T: So black people at that time led a hard life, right?
Ss: yes

Q3: And they faced unfair situation. Do you still remember? We talked about it last week, unfair situation, 不公平的待遇
T: They had no right to ….
(Ss keep silent)
T: The 4th Para, Page 34
T: They had no right to vote or choose their leaders.
T: No right to choose…
S1: The job.
T: Yes, the job they wanted.a
T: They also had no right to decide …
Ss: Decide the parts.
T Decide where they lived.
T: They also had no right to …
Ss: Grow food.
T: Yes, grow food

Q4: So Nelson Mandela appeared, he is a great person. He formed ANC Youth League in 1944. Do you know the reason why Nelson Mandela formed ANC Youth League?
Ss: why?
T: 为了黑人的平等,怎么说？
Ss: Fight for black people. /Fight for equal.
T Fight for black people to get the equal rights. 为了黑人的平等, agree?

Q5: Can you catch? (T asks Ss to listen to the tape and summarize the global idea.)
Ss: No.
T: Ok, once again, and pay attention to the first sentence and the last sentence, first sentence and the last sentence.
T: can you catch?
Ss: No.
T: Once again, only the first Para, and pay attention to the first sentence.
T: now?
S2: Elias joined ANC Youth League
T: Yes, why Elias joined ANC Youth League. How many reasons, you catch it?
Ss: Three.
T: Yes, three, three reasons, you have done a good job!
T: Three reasons. You heard firstly, secondly, thirdly So there are 3 reasons
T: The main idea is the three reasons why Elias joined the ANC Youth League. Clear?

Q6: Any volunteer? Who can tell me the reason why Elias joined ANC Youth League? Any volunteer?
(Ss keep silent)
T: You hear the firstly, secondly, and thirdly. So there are three reasons. Who can tell me three reasons? You also write down some key words.
T: Any volunteer? Ok, 美伶，please. Elias helped Mandela?
S3: No, ANC Youth League will help him.
S1: to get the rights as white people.
T: Yes, to get the rights as white people.
T: Firstly, black people had to get a passbook right?
Ss: Yes.
T: They cannot live anywhere they wanted to live. 他们不能选择他们住的地方, right?
Ss: Yes.
T: So they had no freedom.
T: Secondly, they can’t choose their jobs. They had no freedom to work.
T: Thirdly, they can’t get the best schools & doctors. So they had no freedom to live.
T: So Elias wanted to fight for black people to get the equal rights as white people. Clear?
Ss: No.
T: Ok, firstly, black people had to get a passbook, right?
Ss: Yes.
T: 他们只有拥有了passbook才能居住。So they had no freedom to live.
T: Secondly, 他们不能选择他们想要的工作。White people sat in their offices, black people worked underground. So they had no freedom to work, right?
Ss: Yes.
T: Thirdly, they can’t get the best schools & doctors. So they had no freedom to …
S3: Live.
T: Yes, also live, for life.
T: So Elias joined ANC Youth League to get the same rights…
Ss: equal.
T: Yes, equal rights as white people.

Book 2, Unit 1 Reading (第二阶段)
Q1: Do you still remember what the passage is about?
T: It tells us the amazing history of …
Ss: Amber Room.
T: Yes, Amber Room, a cultural relic of two countries …
Ss: Germany and Russia.
T: Germany and Russia.

Q2: Now turn to Page 1. Read the 2nd Para, and finish the table. 我们先来讲一下表格里的内容，第二段提到了3个人物，who？
S: Frederick (学生对人名的读音有困难)
T: Frederick I, Frederick William I, and Peter the Great.
T: 这篇文章是关于Amber Room的, so What happened to the Amber Room? And Where did happened, in which country?
T: Now read the 2nd Para, and finish the table. Read the 2nd Para carefully, 读第二段，完成表格的前三行。
T (After Ss read silently): First one, Frederick I
Ss: It was designed for the palace.
T: Yes, it was designed for the palace.
T: Next, Frederick William I,
S1: Give to…
T: Give to whom?
Ss: Peter the Great.
T: In which year? 哪一年？
Ss: 1716
T: How about Peter the Great?
Ss: Winter palace.
T: Yes, it became part of the Czar’s winter palace.
T: In return, what did the Czar do, in return?
Ss: A troop of his best soldiers.
T: Yes, he sent Frederick William I a troop of his best soldiers.

Q3: Do you think it is one of the wonders of the world? 世界