【作者】 赵洁；

【导师】 黄换乃；

【作者基本信息】 西安工业大学 ， 外国语言学及应用语言学， 2010， 硕士

【摘要】 反思教学法在世界各地的教育领域已得到广泛认可和应用,在我国越来越多的教师和学者把反思教学法应用于个人的教学实践。鉴于大学英语四、六级考试改革加大听力考核所占的比重,本文把反思性教学应用于大学英语的听力教学中,对教师的听力反思进行研究,分析和总结,以便对教师的听力教学有所指导。本文采用实证研究的方法,通过搜集西安部分高校英语教师和高校学生的调查问卷,对其数据进行统计,以分析高校教师的英语听力教学的反思特性。研究主要分为三个方面：听力教学的反思过程,听力教学的反思方法和听力教学的反思内容。研究发现听力教学的反思过程是从回顾,经内省,到解决,其中内省是教师个人心理活动的集中表现,很难进行量化。但是如果借鉴心理学的相关知识,内省将是可测的,为将来反思的量化创造了条件。教师的反思方法种类繁多,研究表明大多数教师采用的方法不是以写作为主,而是以口头交流为主。这样,导致他们的反思变得越来越零散和不系统,缺乏科学的、理性的、逻辑的思维指导。在听力教学反思内容的研究中,以听力教学目标、听力教学对象、听力教学资料为主。研究发现大多数教师忽略学生的情感目标,不能很好地把语言输出与听力理解结合起来,对学生的研究还有所欠缺,需要进一步加深。鉴于此,本文针对教师的听力反思的现状提出了一些建议,即不断丰富个人的听力教学实践,结合多种反思方法,坚持写作和参与课题研究,对学生进行全面细致研究等,从而不断完善教师的反思。更多还原

【Abstract】 Although the notion of reflective teaching has been of a great global popularity in the educational field and welcomed by teachers and educators since the late 1900s, few studies were found about the reflective teaching in English listening teaching in China. Due to the increasing proportion of listening in College English Test 4 & 6, this paper applies the reflective teaching into college English listening teaching to describe and analyze teachers’reflection on an overall view for the aim of improving the listening teaching.The research employs an empirical method on the basis of collected data from a sample of college English teachers and college students to analyze the attributes of teachers’reflection in college English listening teaching.Such three branches as the reflective process, the reflective means, and the reflective contents are examined in the reflective teaching in college English listening teaching. First of all, findings in the reflective process in listening teaching reveal that reflection follows a flow of retrospection in listening teaching, introspection of mental work and solution to popped problems. Then, when asked the means of reflection, most teachers surveyed use the spoken means instead of written ones. It is analyzed that only by writing, can a scientific, rational, and logical thought pattern be nurtured in reflection since writing demands the integration of ration and logic. Finally, the reflective contents are focused on the goal of listening teaching and the object of listening. Findings show that most teachers neglect the realization of students’enjoyment and realization of self-value, that teachers make less use of combining speaking with listening comprehension during the process of listening teaching in class, and that teachers pay less attention to questioning in listening class.Taken together, the research suggests some pedagogical implications for college teachers. Necessarily they may take a continuous writing as a habit in their reflections of English listening teaching, making their reflections toward a rational and logical direction. And through enriching their practice in English listening teaching and a continuous study, they can manage to help students with the realization of their emotional joy and improvement of comprehension in English listening.更多还原