摘要
基于Jeremy Harmer和Penny Ur关于小组讨论中教师组织行为理论,采用课堂观察和话语分析等研究方法,比较熟手教师和新手教师在高中英语阅读课读后环节小组讨论活动中的组织行为。研究发现:在阅读课读后环节小组讨论活动中熟手教师组织行为优于新手教师;在组织行为策略和小组讨论组织意识上两类教师均有待进一步优化。基于上述研究发现提出如下建议:关注分工与技巧指导,培养良好的小组讨论习惯;提高分层和参与意识,减少低效的小组讨论监控;重视汇报与过程评价,落实小组讨论的目标任务;提高组织与监控意识,提升小组讨论的实施效果。
Based on Jeremy Harmer and Penny Ur’s Theory of Teacher Organization Behavior,this study adopts classroom observation and conversational analysis to compare organizational behavior of excellent teachers and novice teachers in post-reading group discussion activities in high school English reading classes.The findings are as follows:the organizational behavior of excellent teachers is better than that of novice teachers in postreading group discussion activities;both of these two types of teachers’organizational behavior strategy and awareness need to be further optimized.Based on the above findings,this study puts forward the following suggestions:pay attention to the division of work and skill instructions to develop good discussion habits,improve the awareness of stratification and participation and reduce inefficient monitoring,emphasize process evaluation and presentation to enrich the content of discussion,improve teachers’quality and students’consciousness to enhance the effectiveness.
作者
刘晨
罗晓杰
LIU Chen;LUO Xiaojie
出处
《天津师范大学学报（基础教育版）》
2020年第3期42-46,共5页
Journal of Tianjin Normal University(Elementary Education Edition)
基金
中国英语阅读教育研究院“十三五”规划第一期专项课题“中学英语阅读课师生互动及其有效性研究”(CERA1351105)研究成果。
关键词
高中英语教师
英语阅读课小组讨论
教师组织行为
组织行为策略
English teachers in senior middle school
English reading class group discussion
teachers’or⁃ganizational behavior
organizational behavior strategy
