微格教学在非师范英语教师教学技能培训中的探索与运用

微格教学在非师范英语教师教学技能培训中的探索与运用 微格教学在非师范英语教师教学技能培训中的探索与 运用 辽宁师范大学 硕士学位论文 微格教学在非师范英语教师教学技能培训中的探索与运用 姓名:冼昌艳 申请学位级别:硕士 专业:学科教学(英语) 指导教师:马永刚 20080601 摘要 微格教学是国外师范教育中普遍采用的、以课堂开设形式培训学生实际操作技能 的一种方式。它在理论上广泛吸收了教学、教学目标分类、课堂教学相互作用 分析、教学评价等先进的教育思想。在实践中迎合了现代教育技术的发展和师范教 育改革的需要。在我国,大多数师范院校已将微格教学列入教法课程,但非师范院 校还没有开展微格教学的先例。随着我国高等教育的迅速发展,各院校师生 规模不 断扩大,每年都有大规模各类专业毕业生涌入到高校,进入到教师行列,其中相当 一部分来自非师范院校,未受过正规的教学技能培训,因此,非师范专业毕业生的 教学技能培训就迫在眉睫。 由于学校办学规模迅速扩大,铁岭师范高等专科学校近三年新聘用的教师100 多名,其中非师范专业毕业的英语教师比例居多。本文通过问卷法、观察法和访谈 法对铁岭师范高等专科学校2006年聘用的15名英语教师进行分组对比实验。前测 发现:其中的5名师范专业毕业生的课堂教学技能要远远好于其他10名非师范专 业毕业生的课堂教学技能,作者分析了其中的原因。 根据以上前测和分析,作者提出了运用微格教学法对非师范专业毕业英语教师 的课堂教学技能进行培训,培训分三个阶段:第一阶段是两周的观察和评价培训阶 段。第二阶段是三周的微格培训阶段。第三阶段是三周的录像分析阶段。 经过8周的培训,作者对实验组和控制组进行了后测,两组使用与前测相同的 问卷调查法。另外作者还对实验组进行了访谈。后测的结果是:实验组的教 学技能 有了很大的改进,而控制组则变化不大。 . 实验证明微格教学是培训非师范英语教师教学技能快速、高效的途径。 关键词:微格培训,教学技能, 探索与运用 iii Abstract Microteachingisamethodwidelyusedinteachers’educationinsomeforeign countries,itcantrainthenormalstudentsteachingskiUsintheclassroom.Ittakesin advancededucatingideassuchastheteachingdesigns,theclassificationofteaching aims,theanalysisofclassroomteachinginteraction,teachingevaluationa dSOon.In reality,itcatersothedevelopmentof odemtechnologyandtheneedsofteaching reform.InChina,mostn rmalcollegesanduniversitieshavemployedmicroteachingin theirteachingmethodology,butnotinthenon?normalones.Withtherapiddevelopment ofthehighereducation,moreand reteachersandtudentsenteredcollegesand universitieseveryyear.Especiallyinthepastthreey ars,quitealotofgraduatesof differentmajorshaveenteredcollegesanduniversities,becomingtea hers.Manyof themale11011-normalg aduates,SOtheyhaven’treceivedanyregulartrainedt aching skills.Forthisreason,itisextremelyurgentforhenon-normalEnglishteacherstobe trained. Witht erapiddevelopmentofTielingNormalCo legeavocationalcollege,more than100teachersf omdifferentcollegesanduniversities,havebeenemployedinthe lasthreeyears.MostofthemwereEnglishteachers.Throughquestionnaires, observationndi terviewingmethods,mainlythroughquestionnaires,thispaper comparedth10non-normalteacherswiththe5normalteachersastotheirteaching skillsintheyear2006inTielingNormalCo lege.Thepre-testshowedthatthe5normal teachers’teachingskillsweremuchbetterthanthoseofthe10non-normalt eachers’. Theauthoranalyzedthereasons. AccordingtOtheresultsofthepre-testandheanalysis,theau orputforward trainingo thenon?normalEng ishteachersteachingskills.Thetrainingwasthe microteachingtraining.Itconsistedofthreephases:thefirstphasewasatwo-week observationndevaluationtraining;thesecondphasewasathree?weekmicroteaching training;thethirdphasewasathree?weekvideotapingnalysis. Aftertheight-weektraining,theau horadministratedhepost?test,employingthe sanlequestionnakesasthepre?testdidtoboththexperimentalgroupndthecontrol group.Theauthoralsointerviewedthexperimentalgroup.Thefindingofthepost?test Wasthat:theeachingskillsofthexperimentalgroupgotgreatlyimprovedwhilethose ofthecontrolgroupchangedalittle. ThexperimentprovedhatmicroteachingtrainingWasreallyarapidandeffic ient waytotrainthenon-normalEnglishteachers’teachingskills. Keywords:microteachingtraining;teachingskills;inquiryandapplicati on V 学位论文独创性声明 本人承诺:所呈交的学位论文是在导师指导下所取得的研究成果。论文中除特别 加以标注和致谢的地方外,不含有他人和其他机构已经撰写或发过的研究成果, 其他同志的研究成果对本人的启示和所提供的帮助,均已在论文中作了明确的声明 并表示感谢。躲彬昌彬 日 甄;I。l 学位论文版权的使用 本学位论文的作者完全了解辽宁师范大学有关保留、使用学位论文的规定。及学校 有权保留并向国家有关部门或机构送交复印件或磁盘,允许论文被查阅和借阅。本 文授权辽宁师范大学,可以将学位论文的全部或部分内容编入有关数据库并进行检 索,可以采用影印、缩印或扫描等复制手段保存、汇编学位论文。保密的学位论文 在解密后使用本授权书。 ?姗躲龆黟?臌: 日 51 易孑刖 /, 觏.b.|‘ ACKNOWLEDGEMENTS Thisthesiscouldn’thavebeenaccomplishedwit outthehelpandencouragementby manypeople,SOI'dliketotakethisopportunitytoshowmygratitudeothem.Although itwouldbeimpossibleformetogiveenoughthankstoeveryoneofthem,1wouldike toexpressmyspecialthanksandgratitudetoanumberofthem. Firstandforemost,I'dliketostatemycordialappreciationtomythesissupervisor, MaYonggang,withouthosec n inuousinsightfulguidance,valuableadvice,hearty encouragementandpatienti struction,itwouldhavebeenimpossibleform to completethisthesis.Hisinstructionhelpsmetostepintotheresearchfiel dandmakes myworkpossibleandbetterthroughmodifications.Hisadviceandcommentsare valuabletom inmywritingofthisthesis. Secondly,sincerethanksareduetoallmyteachers.Theirexc llentc ureshave enabledm togaindeepinsightin oheEnglishteachingmethodology,thetheoriesof appliedlinguisticsaswellastheducationresearchmethods.Throught eirutstanding lectures,Idevelopedthethoughtsandideasforthisthesis. Thirdly,thanks[fiealsoextendedtoallmyfriendsfortheirhelpandusefuladvice. Withouttheirkindnessandgeneroussupport,Icouldnothavepossiblyfinishedthis thesisontime. Finally,adeepsenseofgratitudegoestomyhusbandforhisever-lastinglovea d support,andtomyson.Withouttheirunderstanding,Icouldn’thavebeenableto concentrateonmyhesis. ChapterI INTRODUCTION I.IAimandSignificanceofthePaper Withtherapiddevelopmentofthehighereducation,moreand ret achersand studentsentercollegesanduniversitieseveryyear.Inthepastthreey ars,quitealoof graduatesofdifferentmajorshaveenteredcollegesanduniversities,becomingteachers, andmanyofthemwerenon?normalgr duates.Theydidn’treceiveanyregularteaching skills.Withthenumberofthestudentsrapidrising,thenewgraduatednon-normal Englishteachersbegantheirteachingwithoutanyeachingexperience,nothavingany chancetolearnfromthexperiencedteachers,althoughtheyweres riouslyexamined beforeb comingteachers.Theywerenthusiastic,yetheywerenewtotheirvocation? What’Smore,theyhadnotenoughknowledgeofpedagogyandpedagogicalpsychology. Asteachingisakindofskill,withoutspecialtraining,thenon。normalEng ishteachers couldnotcomprehendt teachingschedulesbetter,carryoutheteachingstrategies betterorchoosethteachingmediabetter.Forthisreason,itisextremelyurgentforhe non?normalEng ishteacherstobetrained. Atourcollege,moreandmorenon-normalg aduatesbegantheirteachingas oonas theygraduated,especiallyduringthelasthreeyears.Meanwhile,withtherapid developmentofEnglishteachingreform,theyalerequiredtoupdatetheirthoughtsand improvetheirteachingskills.Microteachingis hequickestandthemostefficientm ans tohelpthemgetofftoastrongstart. Thispaperwilldiscusshowmicroteachingcouldbefullyexploitedtodevelopthe non.normalteachers’teachingskillstobetterp eparethemforthecomplexitiesof teaching. 1 Thesignificanceofthispaperistomakemicroteachingmorewidespreadby popularizingmicroteachingintothetrainingofthenon?normalte chers’teachingskills toimprovetheirquality. 1.2TheTheoreticaIFoundation Theteachingprocessi complex.Itisawholemadeupofmanylinksandmany specificactivitiesamongteachersandstudents。 Therefore,teachingisasystem,and teachingprocessisacarried-outpr cedureofasystem.Theso-calledsystemisan organizedwholeofsomespecialfunctionsconsistingofmanyfactorswhichare inter-connected,inter-restrictedandinter-fun ioned.Ifwewanttostudythesystem,we mustfirstdecomposeandtudyitsfactors.Ifwewanttomakethesystemsuperior,we mustfirstmakeitsfactorssuperior,andSOitiswiththeteachingstudy.Theteaching skillsarethebasiccomposingfactorsftheteachingsystem.Ifwewanttomakethe classteachingsuperiorin dertoachieveouroverallteachingobjectives,wemustfirst makeeachteachingskillsuperior,andthencombineth morderlytoformtheintegrated teachingskills. Inthemicroteachingprocedure,inordertoachieveourbestteachingobject ives,we shouldfirstanalyzeandstudytheteachers’teachingactivities,makecle arthedifferent teachingskills,andthentraintheskillsrespectively.Whentheyhavgraspedallthe skills,theycancombineth mtoformtheteachers’overallteachingcompetence.Thisis theideaofmicroteaching. 2 1.2.1JhonDewey‘EducationTheory1859--1952 JohnDeweyhasmade,arguably,themostsignificantcontributiontothe developmentofeducationalthinkinginthetwentiethc ntury.Dewey’Sphilosophical pragmatism,concernwithinteraction,reflectionandexperience,andinterestin communityandemocracy,werebroughttogethertoformahighlysuggestiveeducative form.JohnDeweyisoftenmisrepresented?andwronglyassociatedwithchild-centred education.Inmanyrespectshisworkcannotbeeasilyslottedintoanyoneofthe curriculumtraditionsthathavedominatednorthAmericanandUKschoolingt raditions overthelastcentury.However,JohnDewey’Sinfluencecanb seeninmanyofthe writersthathaveinfluencedthed velopmentofinformaleducationoverthesamep riod. Forexample,Coyle,Kolb,LindemanandRogersd wxtensivelyonhiswork. JohnDewey’Ssignificanceforinformaleducatorsliesinanumberofa eas.First,his beliefthateducationmustengagewithandenlargeexperiencehascontinuedtobea significantstrandininformaleducationpractice.Second,andli kedtothis,Dewey’S explorationofthinkinga dreflection?andtheassociatedroleofeducators。has continuedtobeallinspiration.Wecanseeitatwork,forexample,inthemodels developedbywriterssuchasDavidBoudandDonaldSch6n.Third,hisconcernwith interactionandenvironmentsforlearningprovideacontinuing仃 ameworkforpractice. Last.hispa sionf rdemocracy,foreducatingSOthataUmayshareinacommonlife, providesastrongrationaleforpracticenthegssociationalsettingsinwhichinformal educatorswork. 3 1.2.2BurrhusFrdericSkinner’SEducationTheory Skinnerb lievedthatthegoalofpsychologyshouldbepracticalLieberman,2000. Asitrelatesoeducation,Skinnerbelievedthegoalofpsychologyshouldbetofind waystomakeeducationenjoyablendeffectiveforallstudents.Hislearningtheory reliedontheassumptionthatthebestwaytomodifybehaviorwastomodifythe environment.SkinnerWasaproponentformanyinstructionalstrategiesthatmodernday “progressive”educationalreformersadvocatefor:scaffoldinstruction,smallunits, repetitionandreviewofinstructions,andimmediatefeedback.Skinnerdidnotapprove oftheUSeofpunishmentsinschool,orasabehavioralmodificationtechniquengeneral, andbasedtheSeopinionsonhisownempiricalreSearchthatfoundpunishmentstobe ineffectiveLieberman,2000.SkinnerhimselfadvocatedforthefrequentUSeof reinforcementi.e.rewardstomodifyandinfluencestudentbehavior. Skinner’Sprimarycontributiontobehavioralmanagementphilosophyhasbeenfrom hisreSearchonoperantconditioninga dreinforcementschedules.Anoperantisa behaviorthatactsonthesurroundingenvironmenttoproduceaconsequence.Asaresult oftheconsequence,theop rant’Slikelihoodofreoccurringisaffected.Theoperantis saidtobereinforcediftheconsequenceincreasesthlikelihoodofthebehavior’S occurrence.Forexample,anx mpleofanoperantina ypicallassroomisstayingin one'sseat.Ateachermayseektoreinforcethisbehaviorbyofferingarewardto reinforcestudentbehavior化.g.recesso food. Threecharacteristicsofoperantconditioningareparticularly.importanttobehavior management:athereinforcer,bthereinforcementsch dule,andCthetimingOfthe reinforcement.First,reinforcershaveb eplacedinthree"categoriesLeiberman,2000. Primaryreinforcersarreinforcersthatrequirenospecialtrainingtobeeffective.These 4 includefood,water,andsensorystimulation.Secondaryr inforcersarreinforcers whosereinforcingpropertieshavebeenacquiredthroughexperiencetypicallythrough secondorderconditioning.AnexampleofthisistheUSeofa‘‘tokeneconom y.’’Many teachersusextrinsicrewardssuchasstamps,tickets,tokens,andplayorrealmoney toreinforcebehavior.Theserewardscallberedeemedforprizesorprivileges.Finally, socialreinforcersarreinforcerswho er inforcingpropertiesar derivedfromthe behaviorsofmembersofOne’Sownspecies.Thesereinforcersartypicallyseenasa blendofprimaryndsecondaryreinforcersandincludepraise,affection,anda te tion. Inadditiontotheirtype,anotherimpo tantcharacteristicofre nforcersistheir saliency,ordegreetowhichanindividualprefersthereinforcement.Reinforcerswitha highdegreeofsaliencyarexpectedtoproduceagreaterr sponseinthefrequencyof theoperantbehavior.Usingthislogic,DavidPremackdevelopeda rinciplethe Premackprinciple,whicharguedthatoperantbehaviorsoflowprobabilitycouldbe reinforcedbyusingaccesstohigh?probabilitybehaviorsasareinforcer1965.For example,ifsittingquietlyduringinstructionwasalow?probabilitybehaviorforastudent, accesstoplayingwithapreferredtoyahigh-probabilitybehaviorcouldbeusedasa reinforcerfortheoperantbehavior.Usingsimilarogic,TimbeflakeandA lison1974 developedtheresponsedeprivationhyp thesis,whichtatesthatifahigh?probabilityor highlysalientbehaviorisdeprived,accesstothatbehaviorwillbereinforcing.Inthe classroom,thisisoftenusedbytheintroductionofagameorprivilegethats tudents higlllyenjoy.Accesstothegameisrestricted,unlesscertainbehaviors1ikely low?probabilityehaviorsareperformedfirst.Aprimaryconclusionfr mbothofthese hypothesesisthatIeacherslookingtofindahighlysalientreinforcershouldlookfor activitiesthatstudentspi'efertodointheirf eetimei.e.-highly?probablebehavior. Skinneralsodevelopedtheconceptofthe“reinforcementschedule”.Reinforcement 气 schedulesaredividedintotwocategories:acontinuousreinforcementsch dulesCRF, inwhicheverydesiredb haviorisreinforcedev rytimeitoccurs,andbpartial reinforcementsch dulesinwhichbehaviorsareeinforcedbased011ratiosreinforced afterSOmanyoccurrencesorintervalsaeinforcementd liveredafteracertaint me interval.Partialreinforcementsch dulesmaybefixedi.e.ar inforcementafter3 behavioraloccurrences【fixedratio】 orareinforcementafter3minutesIfixedinterval], orvariablei.e.theratioorintervalatwhichreinforcementisgivenisrandom,but averagestoa pecificamount.Ithasbeenfoundthatvariablepartialreinforcement schedulesarmoreeffectiveinimprovingthefrequencyofalloperantbehaviorandin limitingitsextinctionwhenreinforcementisnolongerdelivered.Thelaterffectis particularlytreewhencomparedtocontinuousreinforcementsch dules.Thisfind ng suggeststhateachersusingreinforcementsintheirclassroomsuggeststhateachers usingreinforcementsintheirclassroomsh uldbecautiousofseekingtorewardstudents everytimetheyperformabehavionAsmanyteachersusingrewardshavenoted, studentsarelesslikelytoperformdesiredb haviorswhentherewardsarenotpresent e.g.”WhatdoIgetif??. Finally,behavioralresearchhasfoundthathetimingofthereinforcerisv ry important.Ifthereismuchdelaybetweentheoperantbehaviorandthereinforcer, improvingthefrequencyofthedesiredb haviorislesslikelytohappen.Forinstance,if ateach.ersaidthatifstudentsweretOturnintheirhomeworktheywouldreceiveextra recess,behavioralthe ywouldai'guethathecloserthetimetheteacherallowedthe studentstohavetheirrecesswastothetimethestudentsturnedintheirhomeworkthe operantbehavior,themorelikelystudentswouldbetoturni theirhomeworkregularly. Ifateacheroftenforgottogivethereward,orwaitedlaterinthedaytograntthereward, thelesslikelystudentswouldbetoturnintheirhomework. 6 Chapter2 LITERATUREREVIEWOFTHEPRESENTSTUDY 2.1ThePresentSituationofMicroteachingndtheDevelopmentTr d Microteachingwasdevelopedintheearlyandmid1960’SbyDwightAllena dhis colleaguesattheStanfordTeacherEducationPr gram.TheStanfordmo elmphasized a teaching,reviewing,reflecting,re-teachingapproach,usingactualschoolstudents弱 authenticaudiences.Themodelasbeenadaptedforcollegeanduniversityteaching whereithasbeenusedmostoftenforgraduateteachingassistants.Itoftenoffersa concentrated,focusedformofpeerf edbackandiscussion.Itwasdesignedto nhance teachingandpromotependiscussionab utteachingperformance. MicroteachingwasintroducedintoBritaininthelate1960s,intos0II]IeAsian countries,suchasJapan,Australia,SingaporendHongKonginthelatel970s,into somed velopingcou tries,suchasChina,India,ThailandandsomeAfl'icancountriesin thelatel980s.InChina,microteachinghasxperiencedthr ep riods:Introduction periodfromtheearly1980s--1989;Developingperiod1990--1998andGrowing period1999__now.MicroteachinginChinaw sfirst artedinBeijingEducational Institute,theninS anghai,Sichuanet 。 Inthebeginning,microteachingwasjust carriedoutotrainthein-serviceteachersinnormalschools,latertotrainthenonnal students?NowadaysinChina,manyteachercollegesanduniversitiesalestudying microteaching,havinggotalotofachievements.ButSOfar,microteachinghasnotbeen introducedtoanyvocationalschools. 7 2.2ReviewofMicroteaching Microteachinghasalo historyanditcanbedefinedinmanydifferentways. 2.2.1MicroteachingHistoryandDefinitions TheoriginalmicroteachingmodelwasdevisedinCaliforniaatSt nfordUniversity andinvolvedtheparticipantsinacyclethatincludedplan-teach-observecritique followedbyreplan?reteach?reohserveStoddart,1978.Thisoriginalmodelmphasized theteacher’Soleandthelearningofgeneraleducationalskillssuchasteachinga specificlanguagepointorgivinginstructionsonhowtoplayalanguagegame .However, inastudyofmicroteachingprogramsinBritain,Stoddart1978foundthatgreat variationexistedinthemeaningofthetermmicro?teaching.Stoddardbelievedthat micro-teachinginfacthadcometobemoregenericatherthanspecificinitsUseandhe citedanobservationmadebyMcAleese1973whostatedthatmicro?teachingis“a sealeddownteachinge counter,whichisscaleddowni termsofclassize,lesson length,andteachingcomplexity'’Stoddard.1978.Geddes1979alsoechoedStoddard whenshestatedthattheconceptofmicro-teachinghadneverbeenastaticone.Shesaw thetwoessentialfe turesofmicro-teachingasbe thesimplificationoftheteaching situationandtheprovisionoffeedback.Micro?teaching,accordingtoGeddes1979, grewoutofdissatisfactionwith“themodelthathemasterapproaches”inwhich. teachingwasviewedasaskillwhichan晡 learntbyobservingandimitatinghe behavior,attitudesandpersonalityofthe“master'’teacher. Moreprogressivemodelsofteachereducationv ewtheprospectiveteacheras‘active intheprocessofbecomingateacherandinfosteringaproblematicattitudetoward 8 presentinstitutionalcontextsZeichner,K.1983.Thedevelopmentala d inquiry’-orientedmodelsandperspectivesonteachereducationoffermo陀dynamic. interactiveproblem-solvingapproachesforconceptualizingteachereducation.These Vie、vsaimtoempowerthep ospectiveteacherassheparticipatesinthlearningor teachingprocess?Thefacilitationofamoreproblematicat itudetowardsteachingmay meanenrichingandexpandingoneoftheoriginalconceptsofmicro.teachingwhich accordingtoGeddes1979wasthe“simplificationoftheeachingsituation.The simplificationoftheteachingactdidnotnecessarilyp omoteandpreparep .service teachersfortherealitiesoftheclassroom.However’whileth seconceptualizationsWere theaimsofmoreprogressiveteacherducationprograms,Johnson1996believedthat oure-conceptualizationsofwhoeacherswereandwhatteachingwashadnot necessarilychangedthewaythatweeducatesecondlanguageteachers.Sheusp cts that‘‘thewayweasteachereducatorspre entk owledgeaboutt achingremainsvastly differentfromhowteachersactuallyUSethatknowledgeinthclassroom”."Inother words,whatnoviceteacherslearni ourteac