外语教育学论文.docx

外语教育学论文.docx

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外语教育学论文

LearningtoTeachisaProcessofReflection

Withtheeducationreform,thetraditionaltestmethodscannotmeettherequirementsoftheexistingeducationalsystem.Asaresult,teachersnowadaysarefacedwithashiftfromthetraditional-typedtothenewoneswithbothoriginalityandacademicinquiry.Thereflectiveteachinghasbecomeatrendofdevelopinginternationalteachers’education,andthedemandanddirectioninthenationalteachereducationinnovation.Sincetheideaisquitepopular,almostalltheteachersareactivelyengagedintryingit.Then,aquestionarises:

howtodoandwhattodo?

Howtodoitbettersoastobringaboutadesiredresult?

Iattempttoanswerthesequestionsbasedonmyownteachingexperienceandourmicro-teaching.IwouldliketosharemyopinionsaboutEnglishteachingreflection,especiallyabouttheEnglishteachinginmiddleschools.

Englishisalanguageusedinmostinternationalorganizations,internationaltradeandtourism.ItismoreandmoreimportanttohaveagoodknowledgeofEnglish.Therefore,howtoteachEnglishistheresponsibilityofallEnglishteachers.Reflectiveteachingis,inessence,aprocessofself-introspection,aprocessofself-negation,andaprocessofself-surmounting.Itistheworkofidentifyingproblemscomingupfromourteachingpracticeandtheworkofsolvingthem.Actually,learningtoteachisaprocessofreflection.

I.TheDevelopmentandSignificanceofReflection

Thenotionofreflectionisnotnewatall.Asamatteroffact,theawarenessofreflectionwasperceivedbyhumankindsinancienttimes.ManyChineseproverbsreflectthisidea,suchas“Ireflectonmyownactionsthreetimeseveryday”（吾日三省吾身）,“Searchyourheartandreflectonyourself”（扣心自问）andsoon.Unfortunately,ancientpeopleinChinadidnotformulateatheoryofreflection.However,manyexpertscomeupwithmanytheoriesaboutEnglishteachingnow,includingteachingspeaking,teachinglistening,teachinggrammar,classroommanagementandlessonplanning.

Apartfrombasictheoriesofeducation,modernteachersshouldalsohaveagoodmasterofprofessionalknowledgetoimprovetheeducationalquality.AsEnglishteachers,weshouldenrichourknowledgeandbroadenourhorizonstokeepthepacewithtimes.Inmysparetime,IusuallyreadtheEnglishversionofChinaDailyonlinetogetfamiliarwithsomecatchphrases,suchascampusbelle,smogfee,richandbitch,emptynestersandsoon.

Thereisasayingthatteachersarearchitectsofhumansouls.Schoolisaplacewhereeachstudentlivesandlearns.Andthewaysofschooleducationhaveagreatinfluenceonstudents.Ateachernotonlyteachesstudentsculturalknowledge,butalsoundertakesthestudents’ideologicalandmoraleducation.Therefore,weshouldattachagreatimportancetothestudents’ ideological andmoral level,whichnotonlydependsonteachers’verbaleducation,butalsodependsonteachers’behaviors.

II.VariousKindsofReflectionMethods

Inthefollowingpart,Iwillcombinemypart-timeteachingexperiencewithourmicro-teachingtosharemyopinionsaboutEnglishteaching.Asforeignlanguageteachers,weshouldbegoodatabsorbingintheessenceofthewesterncountriesandapplyingitintopractice.Besides,everyeducatorshouldbeconsciousoflife-longlearning.Oneisnevertoooldtolearn.

Accordingtotheteachingprocess,reflectiveteachingcanbedividedintoreflectionbeforeteaching,reflectionduringteaching,andreflectionafterteaching.Ateacherwithmaturereflectionbeforeteachingcanimprovehisteachingpredictionandanalysisability,whichisthepreconditionofteacher’ssuccessinteaching.Ateacher’sreflectionduringteachingcanimprovehisability todealwith changesand flexibility,whichisthekeytosuccessfulteaching.Afterclassreflectioniscriticalandinnovative,whichcanhelpateachertosummarizeandevaluatetheadvantagesanddisadvantagesofhisteaching,andprovidesometeachingexperienceforthefutureteaching.Anotherproblemarises,thatis,howcanwereflectourteaching?

Thereareavarietyofapproachestoreflectourteaching,suchaswritingteachingdairies,watchingtheteachingvideosafterclass,analyzingsometypicalcasesduringteachingandsoon.Personallyspeaking,Iwouldliketotakethefollowingmethodstoimprovemyselfandreflectmyteaching.

2.1PersonalReflection

Thefirstandthemostimportantbasisforprofessionalprogressissimplyateacher’sownreflectionondailyclassroomevents.Veryoftenthisreflectionisquitespontaneousandinformal,andhappenswithoutanyconsciousintention.Wemaystartpuzzlingaboutwhattodoaboutaproblembeforeweworkoutwhysomethingwassuccessfulandthinkoveraplaninthelightofthelastlesson.Inordertogetovertheseproblems,Iwillfinditnecessarytowritesomethingdown.

2.2AskingLearners

Askstudentstospeakoutwhattheyreallythink.Ateachershouldaskopenquestionsratherthanclosedquestionstoenablehisstudentstosaywhattheywanttosay.Thefeedbackmaybedifficultforthefirsttime,buttheendresultofhonesty,opennessandmutualrespectwillcertainlyhaveagreatlong-termbenefit.

2.3SharingwithaColleague

Informaldiscussionswithacolleaguewithwhomhefeelateasecancontributealottohisdevelopment.Whatistobesharedmaybenegativeorpositive:

ontheonehandhemaywishtofindasolutiontoaproblem,tellsomethingabouthisfailure,andgetanideaastohowtoteachsomething;ontheotherhand,hemaywishtotellsomeoneaboutanoriginalsolutionhehasfoundtoanoldproblem,sharethedelightinsuccess,anddiscussanewteachingideahehashad.

2.4In-houseStaffMeetings

MeetingsofgroupsofteachersinEnglishdepartmentcanalsoprovideaforumforsharingreflections,problemsandsuccess.Inthiscase,themeetingmayneedtobemoreformallystructured,tomakesurethateveryoneparticipatesandbenefits.Somefocusedmaintoolsusedtopromotereflectionareasfollows:

journal,audioorvideorecordings,lessonreports,surveysandquestionnaires,andclassroomobservation.

III.SomePersonalTipsonEnglishTeaching

Itisfarfromenoughforagoodteachertomastersomebasicteachingprinciplesandmethods.Moreimportantly,heshouldapplythesetheoriesintopracticeandfindthebestmethodfordifferentlevelsofstudents.Basedonmyownteachingexperience,IwillmainlygivesometipsabouthowtoteachEnglishfromthefollowingperspectives.

3.1TeachingPronunciation

Asakindoflanguage,pronunciationisveryimportanttoEnglish.Therefore,teachersshouldpaymoreattentiontothepronunciation.Afterwatchingthevideo,Igetsomepointsabouthowtoteachingpronunciation.First,pronunciationshouldbepresentedcombiningwiththeteachingofotherspartsofEnglishincludingvocabularystructureandsoon,insteadofspendingaspecifictimeteachingit.Whilehowtoteachpronunciationwellisachallengeforateacher,especiallyforme.Atthevideo,theteacherdoeswellwithpresentingtheheapofinterestingsituationsandpictureswhichcannotonlyletstudentsunderstandeasily,butalsoarousetheirinterestinEnglishlearning.

3.2TeachingVocabulary

AccordingtoEbbinghaus’curveofretention,whathasbeenlearnedisforgottenby50%within24hours.Soinmyclass,studentsarerequiredtoreviewtheday’slessonintheeveningandbecheckedthenextday.Ageneralrevisiontakesplacebeforethemiddleandterminalexamsandatthebeginningofanewterm.

Aboutvocabularyteaching,MsXiongandMsZhanginthemicro-teachingmentionedthatthereisaprocessaboutvocabularyforEnglishlearnerstomemorizewordswhicharestoring,keepingandretrievingofwordsatthevideo.So,weshoulddealwiththosethreestepswellinvocabularyteaching.Thatisreallyabrightguidanceformeabouthowtoteachingvocabulary.Ibenefitalotfromit.

AsanEnglishteacher,Icanmakegooduseofwordcards,preparedbythestudentsundertheteacher’sdirection,toguidethemtomemorizeEnglishwordsefficiently.Wordscanbearrangedindifferentwaysaccordingtopartsofspeech,namesofthings（e.g.animal,plant,food,fruit,season,month,ect.）,synonyms,wordroots,andwordcollection.Thepointistomakethewordsappearfrequentlysoastostrengthenthememory.However,highfrequencyisbestrealizedintextlearning,extensivereading,listening,talkingandcomprehensiveexercises,wherewordscomeintouseindifferentcontexts.

Sometimes,Icangivesomevividanduniqueconnotationsbymyimaginationandassociationtosomewordstoimpresstheminstudents’memory.Forinstance,whenIteachtheword“family”tostudents,Iwillassociatewiththeinitialletterofthesentence“FatherandmotherIloveyou”,whichmakeitmucheasierforstudentstoremember.

3.3TeachingGrammar

Inthemicro-teaching,MsZhaointroducedthethree-stageteachingmodeltoteachgrammar,thatisPPP（Presentation,PracticeandProduction）Model.Wecanusethedeductivemethod,theinductivemethodandtheguideddiscoverymethodtopresentgrammarinclass.Differentgrammaticalpatternsshouldbetaughtbydifferentmethods.Asforgrammarteaching,firstwemustbeclearthatgrammarisalsoveryimportantinEnglishteaching.AlthoughthenewcurriculumpointedthatteachersshouldpaylessattentiontoEnglishgrammar,itdidnotmeanthatteacherscanignoreit.Onthecontrary,teachersshouldconcentrateongrammar,justwithsomebettermethods.Teachersusedtoteachgrammarinacertainpartbyarrangingsomecertaintimetoteach.Whilenowadaysmanyexpertssuggestthatitisbettertocombinegrammarwithotherparts.Thatistos