英语教学中教师行动的意义研究—基于对一个行动研究案例的分析

Abstract

通过对时隔12年(2005~2017)的两组学生使用同一组测试的行动研究案例的分析，可以得出这样的结论：在英语的课堂教学中，教师的行动对学生的行动及学习结果具有重大的积极影响：1) 教师适时、适当的教学行动可以使学生的行动和作品质量发生显著的变化，可以有效地指导和帮助学生解决难题；2) 由于学生具有不同的学习品质，教师的同一行动可以对不同的学生在不同的方面产生不同程度的影响；3) 12年的时间差对前两个结论无具有统计学意义的影响。这些情况可以说明，第1)、2)两个结论具有普遍性和历时性，值得研究，以利于教师在日常的英语教学中针对不同的学生适时采取适当的教学行动介入其学习，使之可以在其原有的基础上取得进步、得到发展。 Based on the analysis on a mini project of action research in English teaching and learning, we can come to the conclusion that teachers’ actions have significant positive effects upon students’ actions and learning results: 1) Teachers’ right actions at right times can make students change greatly in their actions, help them solve the problems that they have encountered before teachers’ actions, and thus improve the quality of their works. 2) Because of the various characteristics of students in learning, the same action of a teacher can exert different effects upon different students in different aspects. 3) The 12-year time span between the tests of the two different groups of students does not make any difference of statistical significance to the above two conclusions, which can thus explain that the first two conclusions are of universal and diachronic nature and worth being studied. Therefore, in the daily English teaching and learning, it’s necessary to enhance the negotiation and understanding among teachers and students, so that teachers can take due actions at due time to help students achieve some development from where they are before teachers’ actions.