研究方法及教師個(gè)人職業(yè)發(fā)展

1、 Action Research: from Teacher Craftsman to Teacher Researcher Gu YueguoBeijing Foreign Studies University1Main Headings1 Discover and understand ourselves2 Models of research 3 How to do classroom-based action research4 How to write action research report21Discover and understand ourselves3What are

2、 we doing everyday? (1) read the text or listen to the cassette for the next days class;scan textbooks and libraries for appropriate examples of the language and targeted exercises to include in their intended lesson plans, shout at the top of our voice to a class of students; leave & mark assignmen

3、tsfind out why students have made certain kinds of mistakes and why they have behaved in certain ways, and look for remedies.4What are we doing everyday? (2)Exhausted at the end of the days workNot exhausted but no timeCannot go to conferences for lack of fundingCannot go to conferences for the depa

4、rtment head does not like to interrupt the flow the timetable library resources are extremely limitedno way to publish5Teacher Development: building up our strengthTeacher craftsmanAction research Reflective model Teacher/ researcher with professionalismTeacher development6 Craft model Applied scien

5、ce model Reflective modelModels of Teacher Development7The craft model 8Applied science modeltheoretical studies of languageby theoretical linguistsapplication of theoretical knowledge to language teachingby applied linguiststraining programmes designed andoffered to traineesperiodic up-dating (in-s

6、ervicetraining)teaching practiceprofessional competence9Reflective model102Models of research11Model for science and technologyModel for social sciences and humanitiesAction research model12Observation Scientific Modelhypothesis Experiments Law, in formulas or mathematical terms Verifiable & general

7、izable subjectiveobjective 13Demo14Research Model for Social Sciences and HumanitiesEmulate the scientific modelModeling the leading figuresIt varies from discipline to discipline15Observation Emulating Scientific Modelhypothesis So-called experiments generalizations Quasi-objective findingssubjecti

8、veQuasi-objective 16Action Research Model (1)a research methodology based on real-world experience Initial idea fact-finding action plan implementation monitoring revision amended plan and so on through the cycle.17Action Research Model (2)The action research hence has the following features: it is

9、participant-driven and reflectiveit is collaborativeit leads to change and the improvement of practice, not just knowledge in itselfit is context-specific.18Classroom-based action research methodology and procedureIdentify a problemAnalyze the ProblemDesign a project Implement the projectEvaluate th

10、e projectWrite a report19Identify a ProblemWork out a list of problems you have encountered in your teachingChoose ONE that is suitable for yourselfUse these parameters as your yardsticks: Is it relevant to classroom teaching?Is it within your control?Is it within the resources available to you?Is i

11、t too personal or does it have a public value? 20Problems for you to think aboutTeacher A: My problem is that I always feel exhausted after dealing with a noisy classroom filled with 70 students. Teacher B: I spend a lot of time correcting my students errors in their writing, but they always seem to

12、 make them again. Teacher C: To me, the most difficult thing is how to arouse the students interest in English. Teacher D: My problem in teaching English is mainly financial: a lot of middle schools are faced with the lack of educational funds. Teacher E: If classroom teaching focuses on communicati

13、ve aims, then students do better in speaking and listening than in writing and doing grammar exercises, but the exam concentrates only on written grammatical contents. 21Problem analysis the analytic method Socratic dialogue cause analysis questionnaires observationbrainstorming22Analytic MethodL a

14、close examination of the way the problem is stated. With such method, you can explore the consequences and implications of the problem.E.g. Some of my students dont like to do pair work23Analytic method: a demo“Some of my students” not allSome of my students dont like to do pair workSome of my other

15、 students do like pair workWhy some dont, while others do?Who are the some that dont? And who are the others that do?“My students” vs. my colleagues studentsWhat about some of my colleagues students? Is it also the case that they dont like doing pair work, either? If, on the other hand, all of my co

16、lleagues students like doing pair work, then my problem is actually caused by myself, not by my students. Probably the pair work I asked my students to do was poorly design. 24Socratic DialogueSocratic dialogue - By making a Socratic dialogue, you ask yourself a series of intelligent questions and t

17、ry to answer them at the same time. You often draw analogies to see if there are fatal contradictions or inconsistencies in your thinking or to see if you can learn anything from analogies. 25Socratic dialogue: a demoMr Socrates, some of my students dont like pair work. Why do you tell me this?Becau

18、se I need your advice. I want to make them enjoy doing it. Do you like eating fish?Not really. Why?Because fish has a nauseating smell. Why do your students not like doing pair work? Because because er doing pair work is like eating fish, er dont like eating fish because students dont like doing pai

19、r work because ah the pair work smells.Ah.Are you saying that they dont like pair work because the pair work is not well designed? Well, it is likely. But some of my other students like doing it.Does your husband like shopping with you?He doesnt, but he still goes shopping with me. Why?Because I ask

20、ed him to, and he doesnt like to hurt me. Why do some of your other students like pair work?Because because I asked them to, and they didnt like to disobey me. 26Socratic dialogue: real-life example乙：請(qǐng)問(wèn)貴廠有高級(jí)工程師幾名？甲：沒(méi)有。乙：工程師幾名？甲：也沒(méi)有乙：技術(shù)員呢？甲：兩名乙：再問(wèn)一句，兩名技術(shù)員任職資格由什么機(jī)構(gòu)評(píng)定？甲：是由廠務(wù)會(huì)議決定，職代會(huì)通過(guò)的。乙：有沒(méi)有國(guó)家頒發(fā)的同意職稱證書(shū)

21、？甲：暫時(shí)沒(méi)有。乙：沒(méi)有有外聘工程師，技術(shù)員？甲：也沒(méi)有。乙：既然這樣，我想請(qǐng)教被告，xx 儀器系一種高級(jí)緊密儀器，貴廠既沒(méi)有工程師，也沒(méi)有國(guó)家統(tǒng)一考核評(píng)定的技術(shù)員，又沒(méi)有外聘技術(shù)骨干，你們是怎么保證 xx 儀器達(dá)到國(guó)家統(tǒng)一質(zhì)量標(biāo)準(zhǔn)呢27Cause Analysislcause analysis - as its name tells you, is to look for the factors that you think cause the problem. When you do cause analysis, you keep asking why-questions (why ?)

22、 and because-questions (Is it because .?)28QuestionnaireChoose the informants Work out a list of things that call for the students opinionsDesign a draft questionnaire Try the draft questionnaire out with a few students Revise and finalize the questionnaire Distribute the questionnaires Collect the

23、questionnaires Process the resultsEvaluate the findings 29Project DesignFormulate the objectiveformulate the hypothesisstate the rationalestate implementing procedurescalculate the costwork out a timetable30SamplesThe objective of my project is to _By the time I have implemented this project, my stu

24、dents should be able to31HypothesisA project hypothesis is a complete indicative sentence (i.e. statement) that tells your audience what sort of thing you want to prove to be correct or incorrect (i.e. verifiable)“My students dont like doing pair work” is a report of a fact which has nothing left fo

25、r further proof. “Learners interest in pair work is increased by better-designed pair work exercises”It is hypothesized that + clause (hidden cause/effect)If pair work exercises are better designed, then learners interest in pair work will increase accordingly. It is hypothesized that if then32Proje

26、ct Implementationteaching notes students handoutsdiary-keeping (reflective data)Audio recording: Some key sessions are going to be audio-taped as students performance data. (reflective and evaluative data) Video taping (reflective and evaluative data)33Students diaries sample 1Top Girls 8/8 It is ab

27、out two months since the term began. In this new term we have a new lesson, that is Active English. I like this course very much not only its all new for me, but also it really makes me more activity than before. As a group leader of Top Girls. I must work hard and to be a good leader. Sometimes I m

28、ust do something first, for instance. When we were having a discussion. I should speak first. When we were having performance. I should play first. When we were having a vocabulary game, I should say first and so on. It also improve my ability of organization, and my courage. In another way 34Studen

29、ts diaries sample 1 (cont.)of saying, it is very good for me to be a group leader. Fortunately, my group members are all listen to me, and we are united, too. I named our group Top Girls, and all of us went to be the top, so we work hard and everyone did a good job. The books are new for me and the

30、way of learning is new too. I like this form, but I think it is so much to preview especially the Comprehensive English. There are so much new words. I always put all the afternoon only preview one unit. It made me disappointed that I think my English is poor. The other two books one not difficult.

31、The articles are close to our life. It is very good. I will try my best to learn English well. I am full of confidence, because I believe that “Where there is a will, there is a way.” Please believe me and believe our group Top Girls. Li guannan35Teachers diary sample 1Time: 4:00pm - 5:00pmPicked tw

32、o students, one of them did not follow me when I did the orientation. I asked him the reason: why did he not pay enough attention in class? Why was he not very serious about the course. Findings: 1) he did not follow the pattern of the class discourse. It seems that he is so used to pattern of other

33、 class: listen to teacher and do exercise after class without much initiative practice with it. He didnt see the points of this new course. 2) he can learn the texts by heart but when he is asked to make his own dialogue, he still uses the language he already knows, instead of using what he just lea

34、rned. What is the best way to absorb the language from the texts? It is very important to have group leaders trained and ask them to take responsibility to organize the group to do enough interactive work in order to internalize the language. 36Project Evaluationlthe problem lthe methods used in pro

35、blem analysis lthe project objective lthe project hypothesis lthe project rationale lthe project design lthe stages and details of project implementation lthe methods used in project implementation lthe results obtained from the project implementation 37Major international journals in the fieldAllie

36、d LinguisticsEnglish for Specific PurposesInternational Journal of Applied LinguisticsInternational Review of Applied LinguisticsLanguage AwarenessLanguage LearningStudies in Second Language AcquisitionSecond Language ResearchSystemTESOL QuarterlyELT JournalModern English TeacherPractical English Te

37、acherProspectThe Teacher TrainerEL Gazette (newspaper)38Sample writing On the Position of Chinese Language in the Teaching of English in ChinaAbstract: This paper focuses on the fundamental position of the Chinese language in the teaching of English in China. Teaching English in China must start wit

38、h our native language - Chinese. First, the Chinese thinking mode is the basic way in the learning of English because thinking mode is universal in many ways. Second, the Chinese phonetics - Pinyin is an access to the learning of the English phonetics. Third, the Chinese grammar is a fundamental kno

39、wledge in the learning of the grammar of the English language. Last, the Chinese vocabulary must doubtless be the only accessible source to the understanding and memorizing of the English vocabulary at the initial level of learning. 39How to teach English efficiently in China is constantly a controv

40、ersial focus among the teachers of all levels in China as English and computer have become two fundamental tools for survival in the 21st century. As more and more popular English teaching and learning theories have been widely applied into practice in the teaching of English as a second language in

41、 China, teaching English as communication is evaluated as the most important and applicable theory in China. The theory that English is learnt as a tool for communication has unanimously been accepted all over the world so teaching and learning modes concerning the theory follow one another. So do s

42、kills and methods. 40However, people from different countries vary from each other in the difficulties in English learning at home, but they, too, possess the same difficulty the native language barrier in learning, which is the greatest difficulty in the whole process of learning. What is discussed

43、 in this paper is actually the other way around. The native language plays a somewhat fundamental role at the initial stage in the learning of a second language. No learners of a second language will surpass his or her native language to learn a foreign language efficiently at the home country. They

44、 must rely so much on their native language that it is considered an insurpassable process as the first stage in the whole learning. 41Categories for research areasClass managementLearning styles and strategiesTeacher behaviourStyles of language presentationTesting and assessmentCourse evaluationPlanning and setting objectivesTalk and interactionNeeds assessmentLearner lan