职前英语教师的听说课磨课案例与反思  

A Case Study of Pre-service English Teachers' Listening-and-speaking Class-burnishing and Reflection

作　　者：解冰[1] 姜海燕 赵昱 

机构地区：[1]东北师范大学外国语学院 [2]长春外国语学校

出　　处：《基础外语教育》2017年第6期67-75,111,共9页Basic Foreign Language Education

基　　金：吉林省高等教育教改研究课题立项支持项目"高校英语教学质量评价体系与方法研究";东北师范大学全日制教育硕士(学科教学-英语)培养综合改革项目的阶段性成果

摘　　要：某师范大学要求全日制教育硕士作为职前英语教师,在大学和中学导师的共同指导下进行磨课,即通过备课—试讲—说课—评课—修改教案设计—再试讲的循环反复提升过程,生成教案设计,并进行课堂教学。本文通过分析职前英语教师Cindy的四次磨课案例,结合即时反思、日志及指导教师的点评,揭示个案如何在磨课过程中把握学情、分析教材,并通过专家引领与自我反思不断调整教学目标,优化教学设计,进而掌握听说教学的规律,提升英语教师教学素养。As pre-service English teachers, the postgraduates of English major and masters of education at a normal university, are required to burnish their teaching practices under the co-supervision of university mentors and high school teachers. The English class-burnishing is a series of professional development activities, including lesson planning, simulated teaching, elaboration, comment on teaching, lesson plan revision, etc. This study records how a pre-service English teacher, Cindy, burnishes and reflects upon her teaching practices. The case's reported reflection, journals and supervisors' comment are also adopted to analyze how the research subject learns to draw up learners' profile and use course books as a result of expert-guidance and self-reflection. It is proved that class-burnishing helps to adjust teaching objectives, optimizes teaching plans, understands the mechanism of teaching listening and speaking, and ultimately improve the overall teaching competence.

关 键 词：磨课 职前英语教师 听说课 

分 类 号：G623.31[文化科学—教育学]