The problems in the classroom teaching of Shu Dingfang and the positive research role of Ruoqian research topics. At the same time, the author also found some universal problems in the classroom teaching. 1. Based on the analysis of these problems, this paper puts forward some topics that need to be focused on and researched. At the same time, according to the development trend of foreign foreign language teaching theory research, Briefly introduce some methods that can be used for classroom teaching research.
I. At present, the problems existing in foreign language classroom teaching through the observation of relevant examinations and college English classroom teaching, especially the "college English classroom teaching competition" and "college English professional classroom teaching competition", we found that China's foreign language classroom teaching In particular, there are many problems in college English classroom teaching.
1. The study of foreign language classroom teaching theory is weak. The research on English classroom teaching in China is generally on the rise. However, from the content and relevance of many articles, the research on foreign language teaching theory is far from the actual classroom teaching needs. Eykm (1987) pointed out that from the perspective of many front-line teachers, the study of second language acquisition is almost impossible to read because the problems they discuss are far from the classroom teaching problems that teachers care about. Even if the issues discussed by the researchers may be directly related to the teachers, the language used is often too professional, and the teachers have no interest or patience to read (referred to by Cochran-SmithLytle 1993). Many of China's current second language acquisition theory research or foreign language teaching theory research is almost exactly the same as Eykin described more than 20 years ago. Teachers are basically not directly guided by the theory, and the actual teaching process often relies heavily on individual or collective practical experience.
2. Lack of scientific, reasonable and effective classroom teaching evaluation standards At present, there is no ready-made foreign language classroom teaching evaluation standard for reference. This question is looking for ready-made classroom teaching evaluation standards, but failed to do so. On the basis of soliciting opinions from relevant experts, the organizing committee of the competition provided the following evaluation criteria for the review experts: basic English skills, classroom content, classroom design, electronic courseware and classroom effect evaluation. Obviously, such a standard of assessment is not only too vague, but also relies too much on the subjective feelings of the reviewers in the actual review process. Moreover, its content is mainly to evaluate classroom teaching from the perspective of the instructor, highlighting several traditional evaluations. Elements: teacher's basic language skills, instructional design and teaching content. Such standards do not fully reflect the "student-centered" teaching philosophy, over-emphasizing the teacher's language ability, ignoring the basic functions of classroom teaching to meet the needs of students. In the subsequent competitions, the judging criteria were revised several times according to the opinions of experts. However, there are still problems such as being too vague, too subjective in actual operation, and less meaningful in classroom teaching.
Although the teaching competition is quite different from the actual classroom teaching, the reasons for these problems are largely due to the reasons.
Foreign language teaching and research 3. The fuzzy content of teaching objectives as a teaching goal. As everyone knows, textbooks are used as one of the teaching resources to achieve teaching goals.
Classroom teaching objectives should be based on the curriculum standards and the actual situation of the students. Teachers can achieve these goals through relevant content in the textbooks. Therefore, teachers should not only choose the textbooks, but also the content of the textbooks. If the existing textbook does not help the student to achieve the relevant learning objectives, the teacher should adapt or supplement the relevant materials.
In foreign language classroom teaching, many teachers still regard language knowledge as the main teaching goal. In limited skill training, classroom language practice activities are often separated from real life, from the cognitive characteristics of students, and from the development needs of students. There is a lack of organic connection between relevant topics and knowledge content and the student's existing knowledge system and other relevant disciplines.
4. Teacher-centered foreign language classroom teaching should be a place for students to obtain language input, conduct language exercises, and demonstrate learning outcomes. The teaching goal should be based on the teacher's requirements and the actual situation of the students. Teachers should have different teaching programs depending on the student's situation. Foreign countries have long had "negotiated syllabus" and "individualized instruction", emphasizing the teaching according to the actual situation of students. However, many teachers often only look at the material itself when designing foreign language classes. One-way determines the teaching objectives, content and methods; and basically it is centered on the teaching materials. In the classroom, we only see the teaching content related to the teaching materials, and we can't see the specific goals to be taught by these materials, and we can't see the students. The specific requirements; students are still in a passive position in the choice of learning content and methods.
5. Lack of innovation in the teaching process In terms of the structure and form of classroom teaching, there are almost a thousand people. From the perspective of conversational analysis, classroom discourse belongs to "institutional discourse" (msiutonaltalk) and has a common discourse organization structure. This is a feature of classroom conversations that are different from other industry conversations. Nevertheless, teachers should design and organize flexible and diverse classroom activities in different ways according to the teaching objectives, teaching objects and specific teaching situations.
Many teachers often start with a "warm-up" or "import" (leacHn), followed by textbooks and language knowledge or structure exercises, and finally assignments. The presentation of the teaching content and the language practice are basically based on the PPP model, namely presentation, practice and productin. Although the teachers also arranged a certain amount of time for the students to practice on several language structures, due to the large number of students and less time for training, teachers could not give effective guidance and supervision. Such student group activities have their own forms. Lack of effectiveness. This may be due to the fact that many publishers also provide electronic lesson plans when they provide textbooks. Teachers often copy the ready-made lesson plans in order to save trouble, and the problems in the foreign language classroom teaching and the thousands of research topics are available. In the teaching environment, especially when the teaching objectives are basically test-taking, teachers often lack the motivation to innovate.
6. Teachers' language ability and comprehensive quality The classroom needs to be improved is an important place for students to obtain language input. The language of teachers is an important resource for their imitation and learning. However, we found that the use of foreign language by many teachers is mostly limited to classroom organization. There is no real “interpersonal communication†between teachers and students, and the language expression is not rich, and the grammar and wording are more wrong. Such a language is difficult to be an effective input for students, and sometimes it may also reinforce students' mistakes. On the other hand, the teacher's comprehensive language quality will also affect teachers' classroom control, knowledge development and free play (Guan Dingfang 2013). Because they can't express themselves freely in foreign languages, teachers often adopt “avoidance†or “shortening†strategies, and the students are unsophisticated and inaccurate. At the same time, due to lack of self-confidence, some activities or exchanges that require teacher-led or guidance cannot be expanded or expanded.
7. There is no real and life-long task in the classroom activities of the hard-moving teaching theory exhibition, and there is no opportunity and platform for students to communicate based on real communication scenes. Undoubtedly, the behavior of teachers' classrooms depends on their belief in foreign language teaching, that is, the understanding of education, the nature of language, the nature and characteristics of language teaching, and the degree of understanding of students. Some teachers may have seen or heard of certain teaching concepts or methods in reading or training. In order to give a good impression to the participants, they often claim that they are using a certain teaching method. In fact, he or she does not really understand the method. It is the path and method that he (she) is most familiar with; even if it is adopted, it is often limited to form, excessive machinery, and may not be used just right: any effective teaching method They should be adjusted and modified in time according to the actual situation or changes in the classroom.
8. Classroom teaching and extracurricular learning have not formed an effective unified classroom teaching. Another outstanding problem is that classroom teaching is out of touch with students' extracurricular learning. Many teachers have expressed the need to develop students' self-learning ability, inquiry ability and critical thinking. However, we do not see activities in these areas in the classroom, especially the efforts to link or combine students' extracurricular learning with classroom teaching. Many teachers attend classes. In order to highlight the integrity of the lesson, they often start with the form of “importâ€. It seems that every new lesson is introduced directly during class, and students do not have pre-learning or self-learning. In reality, few students do not pre-review the content of the textbooks to be studied in advance. This shows that teachers have problems in teaching methods and lack of guidance and monitoring of students' extracurricular learning. Most teachers arrange homework assignments at the last minute of the class, asking students to find relevant information online, but often the language is unknown, obviously only a general call. If it is not implemented to a specific task or assessment party, students are likely to not take action and not seriously study independently. Moreover, if there is no foreign language teaching and research-related assessment in the classroom teaching, there is no corresponding teaching link to connect, how many students will respond to the teacher's call is very doubtful.
Second, some important research topics in foreign language classroom teaching Foreign language classroom teaching research topics can be divided into macro and micro aspects. Macro topics include the nature, function, organization, evaluation, and relationship with extracurricular learning in foreign language classes. Micro topics can include the processing of textbooks, the design of activities, the language of teachers, and corrections. The following are explained separately.
(1) Macroscopic topics in foreign language classroom teaching 1. The basic functions of foreign language classroom teaching Compared with other disciplines, foreign language classroom teaching has its particularity. First of all, language teaching is different from teaching in other disciplines. If other disciplines mainly teach relevant subject knowledge, guide students to learn independently, gain more knowledge, and learn to use this knowledge, then the language classroom should provide students with a contact and language learning atmosphere and opportunities. Help students master some new language structures or expressions, and at the same time develop their ability to learn independently, because a language cannot rely on limited input and practice in the classroom. In addition, as a carrier of culture and a way of thinking, language teaching is not only to learn the language itself, but also to help students acquire other knowledge and abilities through language, and to improve their language ability in the process, the two complement each other. Therefore, it is not advisable for a language course to be fully developed into a language project drill course, or a complete professional knowledge course, which does not conform to the law of language learning. Secondly, the foreign language class is different from the mother tongue language class, because, as a foreign language, no matter how many opportunities for students to contact and use foreign languages, the pragmatic rules and cultural background knowledge behind the language not only require students to read and communicate in a large amount. In the past, I explored the basic functions of foreign language classroom teaching, and proposed the six basic functional systems of foreign language classroom teaching to impart linguistic knowledge (including the systematicization of language knowledge, the ability to cultivate students' inferences, and the knowledge of language to improve the skills of students. Grasping grammatical awareness in language activities, inducing internships in practice, forming skills in practice, etc.);) stimulating students' interest in learning (including through the personal charm of teachers, the knowledge and interest of materials, the authenticity and expansion of activities, and the achievements of students) Sense, metacognitive factors: planning, monitoring, evaluation, etc.) 3) Provide an environment that uses language and promotes language learning (provides students with an environment that is close to real language use and promotes language learning; allowing students to speak foreign languages ​​in the classroom) The actual use to experience the process of real language use; Through language practice, students can feel the charm of foreign language itself, enjoy the happiness and harvest brought by foreign language learning, etc.) 4) Provide guidance on foreign language learning methods and strategies (guide students through praise, suggestion, evaluation, etc.; according to the personality characteristics of students) Teaching students in accordance with their aptitude, giving different instruction to different students, etc.) 5) Helping students to solve difficulties in learning (predicting students' difficulties, analyzing students' needs, helping students to develop personalized learning programs, etc.); 6) Providing students with the results of learning Opportunities (providing students with the opportunity to showcase the results of 450 learning in the classroom teaching of Dingfang Foreign Languages ​​and the opportunities for thousands of research topics, gain a sense of accomplishment; provide other students with the opportunity to learn the language and emulate the learning methods). How to maximize and reflect the function of classroom teaching is worth studying through experiments.
2. The form, structure and activities of classroom teaching The traditional classroom teaching is mainly the PPP mode mentioned above. The monotonous and unchanging classroom teaching style is not only annoying, but also ineffective. Different teaching purposes should have different teaching methods.
Even with the same goal, you can use the different methods. Language learning can happen anywhere, anytime, so the form of classroom instruction should be flexible. For example, in a semester, a variety of classroom teaching forms such as lectures, seminars, debates, speeches, and theater performances can be arranged for teaching purposes. You can also break the routine in a class and try new learning and communication activities.
Some classroom teaching evaluation indicators require that the classroom teaching structure should include “starting and turningâ€, but in actual classroom teaching, we obviously do not have to be particular about this. The structure of classroom teaching activities should follow some important principles, not specific rules. In other words, as long as the teaching in the classroom reflects the "in-class and out-of-class convergence", "warming knowledge", "knowledge explanation", "skills training", "real display" and other teaching principles that conform to the language learning rules, as long as the student interaction, teacher The principle of interaction, the structure of this class is reasonable and effective. As for the specific teaching activities, it can be adapted to local conditions and varies from person to person.
3. Classroom Teaching Assessment Whether classroom teaching can be standardized and scientific, whether it is effective or not, scientific assessment methods are essential. The assessment of classroom teaching is not only to evaluate the teaching effect of the classroom, but also to have relevant evaluation criteria to pay attention to the classroom teaching activities and their effects in each stage or cycle. In other words, it is necessary to care about the science, rationality and effectiveness of a class, but also to pay attention to the role and effect of the class in the overall teaching activities, but also to care about the relevance and final teaching effect of each class. The assessment of classroom teaching is ultimately combined with the curriculum objectives, the school's talent development goals, and so on. The assessment should follow the principles of a combination of “formative assessment†and “final assessmentâ€. Specifically, the classroom teaching evaluation should be concerned with: 1) whether the classroom teaching objectives are clear, whether the curriculum requirements are met, and whether they meet the needs of the students; 2) whether the classroom teaching can be well connected with the extracurricular learning; 3) the foreign language classroom Whether teaching can reasonably balance the relationship between the distribution of knowledge explanation and language practice; 4) Whether classroom activities are conducive to cultivating students' inquiry learning ability and independent learning ability, and so on.
4. Classroom teaching and extracurricular learning Extracurricular learning is an extension of classroom learning. Extracurricular language practice is especially important in foreign language teaching. Therefore, another important observation point of foreign language classroom teaching is to see how teachers coordinate and guide students' in-class and out-of-class learning. If the assignments or tasks assigned by the teacher are not reflected in the classroom, the students may not be seriously prepared. Students should be given opportunities to show their extracurricular learning outcomes in the classroom, and they should be evaluated in the classroom to see the effect of their learning, so that students' extracurricular learning is within the control of the teacher; students have difficulties in extracurricular learning, teachers also Give proper guidance.
Foreign Language Teaching and Research In terms of content, classroom teaching cannot be related to students' extracurricular learning. Extracurricular learning should be a natural extension of classroom instruction. When arranging extracurricular activities, it is best to combine them with the teaching objectives of a certain stage and the themes in the textbooks. On the one hand, it is the expansion of classroom teaching, on the other hand, the content of extracurricular learning can be locked in the range that teachers can control. Of course, especially outstanding students can break through the restrictions.
The presentation of student learning outcomes in the classroom is a bridge and platform for learning through-curricular learning. When and how to organize the presentation of learning results also requires us to explore through practice.
(II) Micro-topics of classroom teaching 1. The teaching materials of teachers in classroom teaching have undoubtedly played an important role in classroom teaching. As we mentioned earlier, the textbooks serve the goal of teaching. The textbook itself should not be the ultimate goal of teaching. Therefore, how to choose teaching materials, how to play the role of teaching materials, how to write school-based textbooks, etc. should be the focus of research. At present, some publishers have prepared unified teaching software for teachers, even teaching PPT, and some schools have also adopted the collective teaching content and teaching progress. What are the advantages and disadvantages of such an approach are also important research topics.
2. Teacher language in classroom teaching It is pointed out above that the teacher's classroom language is not only related to the organization of classroom teaching, but more importantly, it is also an important input channel for students' foreign language learning. The quantity and quality of the teacher's classroom language greatly influence the effect of teaching. In this regard, important topics worth studying include: classroom teaching organization or language knowledge explanation, whether to use native language or foreign language, or cross-use according to what principle to decide which language to use. How many language exchanges are related to classroom organization? How much can be seen as an effective input of the student's language learning. The extent to which the teacher's language is authentic, to what extent is the relationship between the pedagogical teacher's language and the student's language level.
3. Knowledge explanation and language practice in classroom teaching According to the foreign grammar teaching concept (fcusonform), classroom teaching should give priority to meaning communication, take into account the language formation fruit for analysis and synthesis, and on this basis, put forward the theoretical basis and practice of foreign language classroom teaching. in principle. Of course, whether these theoretical frameworks and practical principles are reasonable, and how they are embodied in practice are issues that micro research needs to care about. The two aspects of research should be based on each other and promote each other. If macroscopic research is not based on a large number of empirical research results, it may be large and unreasonable. If micro-studies do not have macro-research as a guideline, then it is possible to talk about things, see the trees, and lose their way.
E111S (2012) proposes that there are two research paradigms in foreign language classroom teaching, the so-called “normative paradigmâ€, which aims to test the hypothesis of some second language teaching or learning theory, usually through experimental methods. The second-language acquisition theory of cognition-interaction has provided a theoretical basis for many such experiments. They see teaching as a means of triggering the internal mechanisms of second language acquisition. Such research usually analyzes teaching and learning through quantitative research methods. Another research paradigm is the “interpretative paradigmâ€, which aims to describe and explain certain teaching methods by discovering some important variables and analyzing the interactions between them. The theoretical basis of such research is mainly society. Cultural theory. Researchers believe that student learning is not the result of teacher teaching, but occurs in the process of interaction achieved by teaching. The usual research method is discourse analysis.
This paper points out the problems existing in the foreign language classroom teaching at present. It is believed that the existence of these problems is mainly due to the weak theoretical research, and the related research can not match the actual classroom teaching. There are many research topics in foreign language classroom teaching, which can include macroscopic and microscopic research. Macroscopic research includes the discussion of the function, form and structure of foreign language classroom teaching, and the relationship with extracurricular learning. Microscopic research mainly focuses on specific research methods. Or the teaching and learning behavior of students and teachers. No matter what kind of research, we should not forget that the main body of classroom teaching is teachers and students; the theoretical support of classroom teaching should be sought in related disciplines such as education, psychology and linguistics. In the classroom teaching methods, we should pay attention to the combination of traditional teaching methods and new technologies.
Problems in Shudingfang Foreign Language Classroom Teaching and Several Research Topics
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