摘要
近年来,学生课堂展示活动作为一种新兴的教学活动在我国逐渐兴起。该活动以学生为中心,强调在实际运用中学习英语,目前已在我国高校的英语教学中得到广泛应用。在开展该项活动时,教师扮演着极为重要的角色。但值得注意的是,在学生课堂展示中,教师并非只限于传统的知识传授者这种单一角色,而是扮演着更为多重和复杂的角色。由于这种角色的多样性和复杂性,在课堂展示中,教师对于自身所应扮演角色的认知与学生期望教师扮演的角色两者之间存在着很大的差异。这些差异对学生课堂展示中教师角色的有效性和高效性造成了较大的负面影响。
本论文尝试对英语专业研究生课堂展示中的教师角色进行一项实证研究。该研究的目的在于调查课堂展示中研究生群体和教师群体对于教师角色的各种不同期待,并找出导致师生角色期待差异的各方面原因,从而使学生和教师对于课堂展示中教师角色的多样性和复杂性能有一个全面的认识。同时,本研究还旨在进一步探究能够有效减少差异的各种方法,以便为我国研究生英语教学提供一些有建设性意义的信息。
本论文采用问卷调查的方式,重点研究了四个方面的内容。一是研究了课堂展示中研究生对教师角色的期待,包括期待的角色类型和选择角色的人数比例。并且分别从性别、年级和专业方向这几个角度出发深入研究了不同学生群体对教师角色的不同期待。二是研究了课堂展示中教师对于自身角色的认知,并且同样也从性别、年龄和专业方向这三个维度出发对不同教师群体的角色期待进行了探究。三是在前文的基础上进一步研究了学生群体和教师群体之间关于教师角色期待的相同点和差异之处。最后还研究了引起这些差异的原因以及减少差异的相关措施。
研究结果表明,一方面研究生和教师对于教师角色都有着多样化的期待。在课堂展示中,无论是学生还是教师,都认为教师不再是传统的知识传授者,而应该扮演起诸如组织者、交流者、合作者等多维角色。另一方面,研究生对教师角色的期待与教师对自身角色的认知之间确实存在着明显的差异。这些差异主要是由师生观念的不同,角色定位的不明确,交流的缺乏和个体之间的固有差异这四个原因引起的。而转变观念、准确定位、增进交流、促进合作等方式都能够有效地减少差异。
本文的意义在于通过对研究生课堂展示中师生对教师角色期待的差异进行研究,促使教师在开展该项活动时对自身的角色及学生的角色期待能有一个清晰的认识和理解,从而有意识地实现自身角色的转变以符合学生的角色期待,协调由于角色期待的不同引起的冲突,并在往后的学生课堂展示中发挥出具有更大影响力和更高效率的作用。
Recently, students'class presentation, as a relatively new teaching activity, gradually thrives in China. This activity is student-centered and focuses on learning English by using the language; therefore, it is widely applied in English teaching in universities and colleges. While carrying out this activity, teachers play very important roles. And it is noteworthy that in students'class presentation, teachers play multiple and complex roles instead of the single role as an imparter. Because of the variety and complexity of teachers'roles, there are big differences between teachers'expectations and students'expectations of teachers'roles in students'class presentation. These differences have seriously reduced the effectiveness and efficiency of teachers'roles in this activity.
This thesis describes an empirical research that surveys the teachers'roles in English MA students'class presentation. The purpose of this research is to explore the various role expectations on teachers'roles both from postgraduates and teachers; the reasons for the gaps of the role expectations between students and teachers are also found out so that they can have an overall understanding of the diversity and complexity of teachers'roles. Another purpose of this research is to explore the possible ways to narrow the gaps in order to provide some constructive information to the English education of postgraduates in China.
The research uses questionnaires to survey the following contents. Firstly, it surveys postgraduates'expectations on teachers'roles in students'class presentation, including the types of teachers'roles and the percentages of students. What's more, the thesis also makes in-depth research on the role expectations of different student groups based on the differences of genders, grades and research areas. Secondly, the research studies teachers' expectations on their own roles in students'class presentation. Again, genders, ages and research areas are the three aspects that are taken into consideration. Thirdly, the research explores the similarities and differences between students'and teachers'expectations of teachers'roles. Lastly, it also investigates the reasons for the differences of role expectations and relevant methods to minimize these differences.
The results of the research suggest that on one hand, both postgraduates and teachers have various expectations on teachers'roles. They all agree that teachers should play multiple roles such as organizers, communicators and cooperators instead of the traditional role as knowledge imparters in students'class presentation. On the other hand, there are indeed obvious gaps between postgraduates'expectations and teachers' expectations of teachers'roles. These gaps are caused by the different concepts between students and teachers, the ambiguity of role orientations, the lack of communication and the intrinsic distinctions of individuals. And methods such as changing concepts, knowing expectations, increasing communication and promoting cooperation are useful to effectively reduce the gaps.
By studying the differences of role expectations between students and teachers in MA students'class presentation, the research is in the hope of helping teachers have clear understandings of both their own roles and students'role expectations so that teachers will consciously change their roles in order to meet students'needs and coordinate the conflicts caused by the differences of role expectations. Therefore, teachers can play more effective and efficient roles in students'class presentation in the future.
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