發(fā)布時間：2025-03-20 04:16

　　本研究主要針對小學英語新手教師和專家教師的課堂非言語行為進行對比分析。教師的課堂非言語行為,是指教師在課堂上借助自身身體以及身體以外的物體產(chǎn)生的服務(wù)于課堂教學的動作。如今,學者們注重改良和創(chuàng)新教師的教學方法以及教學技能來幫助教師提高教學質(zhì)量,但對教師的非言語行為,特別是小學英語教師的課堂非言語行為的深入研究并不多見。本研究對比分析新手教學和專家教師的課堂非言語行為,不僅利于小學英語教師反思自身的課堂非言語行為使用現(xiàn)狀并加以改進,也有利于新手教師實現(xiàn)自身的專業(yè)化發(fā)展。本文對以下問題進行了研究:(1)小學新手英語教師與專家教師之間的非言語行為的使用意識之間存在什么差異?(2)小學新手英語教師與專家教師之間的非言語行為的使用現(xiàn)狀之間存在什么差異?(3)學生對英語教師的非言語行為有何看法?筆者從自己實習學校五年級的任課教師中選出了兩位專家教師和兩位新手教師,對他們進行訪談,對比分析兩者的非言語行為的使用意識。此外,筆者對四位教師同一課時的教學進行了非參與性觀察,對比分析新手教師和專家教師的課堂非言語行為的使用現(xiàn)狀。最后,筆者從兩位新手教師和兩位專家教師中,各挑出一位教師所教授的共90名學生進行了...

【文章頁數(shù)】：79 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Questions
    1.3 Research Significance
    1.4 Thesis Structure
Chapter Two Literature Review
    2.1 Teachers’ Nonverbal Behaviors
        2.1.1 Time Distribution
        2.1.2 Eye contact
        2.1.3 Facial Expression
        2.1.4 Gesture
        2.1.5 Walking Route
        2.1.6 Board-writing
    2.2 Novice Teachers & Expert Teachers
        2.2.1 Novice Teachers
        2.2.2 Expert Teachers
    2.3 Domestic and Foreign Research Review
        2.3.1 Foreign Research on Teacher’s Nonverbal Behaviors
            2.3.1.1 Foreign Research
            2.3.1.2 Empirical Research
        2.3.2 Domestic Research on Teachers’ Nonverbal Behaviors
            2.3.2.1 Theoretical Research
            2.3.2.2 Empirical Research
        2.3.3 Research on Novice Teachers’ and Expert Teachers’ Nonverbal Behaviors
Chapter Three Research Method and Design
    3.1 Research Method
        3.1.1 Documentary Method
        3.1.2 Interviewing Method
        3.1.3 Non-participatory Observation
        3.1.4 Questionnaire
    3.2 Research Design
        3.2.1 Research Subjects
        3.2.2 Data collection
Chapter Four Comparison and Analysis
    4.1 The Consciousness of Using Nonverbal Behaviors
        4.1.1 The Holistic View
        4.1.2 Time Distribution
        4.1.3 Eye contact
        4.1.4 Facial Expression
        4.1.5 Gesture
        4.1.6 Walking Route
        4.1.7 Board-writing
    4.2 Usage of Nonverbal Behaviors
        4.2.1 Time Distribution
        4.2.2 Eye Contact
        4.2.3 Facial Expression
        4.2.4 Gesture
        4.2.5 Walking Route
        4.2.6 Board-writing
    4.3 Students’ Views on Teachers’ Nonverbal Behaviors
        4.3.1 Time Distribution
        4.3.2 Eye Contact
        4.3.3 Facial Expression
        4.3.4 Gesture
        4.3.5 Walking Route
        4.3.6 Board-writing
        4.3.7 Questionnaire Summary
    4.4 Analysis of the Reasons for the Differences
        4.4.1 The Reasons for the Difference of Time Distribution
        4.4.2 The Reasons for the Difference of Eye Contact
        4.4.3 The Reasons for the Difference of Walking Route
        4.4.4 The Reasons for the Difference of Board-writing
Chapter Five Conclusion and Suggestions
    5.1 Research Findings
    5.2 Suggestions for Novice English Teachers
    5.3 Limitations of the Study and Recommendations for SubsequentResearches
References
AppendixⅠ Interview
AppendixⅡ Observation ofTeachers’ Nonverbal Behaviors
AppendixⅢ Teaching Content
AppendixⅣ Students’Assessmentof Teachers’ Nonverbal Behaviors
Acknowledgments
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