AStudyontheBeginningTeachingsofNewEnglishTeachers新入崗英語教師課堂教學(xué)適應(yīng)研究IIAbstractNewEnglishteachersareintheinitialstageofteachersforthebeginningperiodoftheirjobs.ThelackofteachingexperiencemaymakenewEnglishteachersfeeldifficulttobehaveinclass.Theymayhavedifficultieswhenthey’reinthesesituations: It’shardtoimprovestudents’learningefficiencyinclassroomteaching; It’shardtocompetestudents’learningabilitywithexperiencedEnglishteachers; It’shardtoapplytheirprofessionalteachingknowledgetothepracticalclassteaching.Therefore,somesamplesofnewEnglishteachers’classroomteachingwerecollected.TheauthormadeananalysisontheirEnglishclassesthroughobservationsandinterviews,tofindoutthegeneralsituationsofnewEnglishteachers’classteachingandthespecificphenomenaoftheirteachingproblems.Aftertheanalysis,newEnglishteachersmayknowaboutsomeoftheirshortcomings.Keywords:newEnglishteachers,classroomteachingsituations,teachingproblemsIIII摘 要學(xué)環(huán)境。課堂教學(xué)過程中，他們可能會(huì)感覺到： 課堂教學(xué)的過程中，難以提高學(xué)生的聽課效率； 在課堂教學(xué)的水平上，與教學(xué)經(jīng)驗(yàn)豐富的英語教師相比相差甚遠(yuǎn)； 學(xué)過的專業(yè)知識(shí)。應(yīng)方面的一般規(guī)律及常見問題，以幫助其了解如何彌補(bǔ)自身不足。關(guān)鍵詞:新英語教師,課堂教學(xué)情況,上崗適應(yīng)期PAGEPAGE10Chapter1IntroductionBackgroundoftheResearchYearafteryear,largenumbersofstudentsgraduatedfromnormalcollegesanduniversities.Iftheychoosetobeteachers,they’llhavetofacetheveryfirstproblemintheircareerliveshowtobeagoodteacher?Needlesstosay,thisisthekeytothesuccessofateachingjob.Sincethelackofteachingexperience,newteachersprobablyhavedifficultiesinthebeginningoftheclassroomteaching.Differentdifficultiesmayhappenindifferentsubjects,andthisarticleistomakeastudyaboutthebeginningteachingsofnewEnglishteachers.SignificanceoftheResearchThisresearchsummarizesthegeneralsituationsofnewEnglishteachers’classteachingandthepossibledifficultiesintheirteaching,toassistnewEnglishteacherstodeveloptheirteachingskillsassoonastheycan.Theearlyperiodofteachingisaspecialtimeinateacher’scareer,totallydifferentfromwhathasgonebeforeandwhatcomesafter.Nolongerbeingstudentteachersofsomeoneelse,thebeginningteachersareontheirown,facingthesameresponsibilitiesastheirexperiencedcolleagues.Forthenovice,thequestionsareunending:WhatshouldIdoonmyfirstteachingday?WhatshouldIdoinclasstodrawmystudents’attention?Howwillmystudentslearnaboutmylessons?HowtodrivemystudentstospeakandtalkinEnglish?Howtousemulti-mediateachingresourceseffectivelyinlanguageteaching……Alloftheseareunknowntoanewteacher,sotheyneedtopreparefortheirbeginningteachings.Learningfromothers’teachingexperiencebyarticlesorbooksisaneffectivewayofimprovingnewteachers’teachingability.OrganizationofthePaperThisarticleconsistsoffivechapters.Chapter1istheintroductionoftheresearch.Chapter2setsouttodosomeliteraturereview.Chapter3presentsthemethodsofthisresearch,thenthespecificproceduresofclassroomobservationsandinterviews.Theresultsofclassroomobservationsandinterviewswillbeintroducedinchapter4.Abriefsummaryismadeinthelast,chapter5.Chapter2LiteratureReviewManycountriesconcernaboutnewteachers’trainingalot,somanyresearchresultsinthisareahavebeenworkedoutyearafteryear.Theresearchesaremainlyaboutthetypicalfeaturesofnewteachers,thedifficultiesofnewteachersinthebeginningperiod,newteachers’trainingprograms,andprofessionaldevelopmentofnewteachersetc.Inthefollowingaresomeliteraturereviewsaboutthisissue.Manyforeignexpertshavestudiedonthemainfeaturesofnewteachers.ThisarticlemainlyresearchonthespecificproblemsinnewEnglishteachers’classteaching.DavidC.Berliner(2004)proposesthatthedevelopmentofnewteacherscanbedividedintofivestages,whichare:noviceteacherforthefirsttwoorthreeyears’workingexperience;advancedbeginnerteacherforthreeorfouryears’workingexperience;competentteacherforaboutfiveyears’workingexperience;proficientteacherforfivetotwentyyears’workingexperience;andexpertformorethantwentyyears’workingexperience.Inthefirststage,Berlinerconsidersthatthetypicalcharacteristicsofnoviceteacherare:firstlyrationalization,newteachersusuallyarerationalinanalyzingandsolvingteachingproblems;then,newteacherslackofflexibility,newteachersoftendealwithproblemsbyrelyingonregulativeprincipleandoriginalplans.Theyneedmoreworkingexperienceinrealitythanprofessionalknowledgesinthebook.Manyforeignscholarsandexpertshaveresearchedonnewteachers’difficultyinthebeginningteachingdays.Someofthemconsiderthatthemainproblemsare:firstly,newteacherslackinteachingexperience;secondly,newteachersareusuallyweakinsummarizingworkingexperience;thirdly,manynewteachersareweakinverbalexpressionsetc.Indomesticresearchofteachers’development,abookcalledModernCurriculumandTeachingTheorywrittenbyHuangFuquanrequiresthat“threeperiodsofqualitydevelopment”and“fourstagesofabilityforming”arethemainresearchresults(黃甫全2006).Thethreeperiodsofqualitydevelopmentrequiresthatthefirstperiodistheadaptationstageofdevelopingteachers’quality.Itproposesthatthefirstfiveyearsperiodisthecriticalperiodofformingeducationalthoughtandteachers’psychologicalquality.Inthefourstagesofabilityforming,SuHongdividesteachers’developmentintofourstages:thebeginningdevelopment,therapiddevelopment,theclimacticdevelopmentandthefinaldevelopment(蘇虹2003).Thebeginningdevelopmentistheadaptationperiodfornewteachers.Newteachersshouldbuildcleardevelopingthoughtsandobjectivesinthisstagetoremindthemselvesofbeingidealteachers.Alsonewteachersshouldlearntotakeadvantagesofeverychancetospeedupthetransition.Withtheresearchonteachers’developmentgoesdeeperanddeeper,manyscholarsrealizethatthefirstnewstageofteachingisthekeyperiodindevelopingteachers’ability.Inthisperiod,newteachersoftenfacealotofproblemsandchallengesthatdecidewhatkindofattitudetheywillhaveinthefuturejobandhowwelltheirteachingabilitywillgrowtobe.Theirfirstyear’steachingsituationaffectstheirteachingefficiencygreatly.Theadaptationperiodofnewteachers’teachinghasagreatinfluenceontheirteachingcareeranditisthekeytowhethertheycanremaininthejobornot.Chapter3MethodsofthisResearchDuringtheresearch,theauthortriedtofindoutthegeneralsituationofnewEnglishteachers’classteachingandthespecificchallengesofthosecommonproblems.HowthegeneralsituationofnewEnglishteachers’classteachinggoesoncanbefiguredoutbytheobservationoftheirclassteaching.Onotherhand,teachingproblemsofnewEnglishteachersappearmainlyabout:themasteryofteachingsyllabus;thegoodjudgmentsofstudents’studylevels;theeffectiveteachingmethods.BasedonthesequestionsaboutthebeginningteachingsofnewEnglishteachers,thisresearchwascarriedoutintheformsofclassroomobservationandinterview.DesignResearchObjectivesNoviceintheworkplacetendstoexperiencealotofdifficultiesinadaptationinmanyaspects.Asfornewteachers,firstandforemostchallengeisclassroomteaching.Formingagoodhabitofclassroomteachingisextremelyimportantsincetheveryfirstday.Everyteacherhashisownteachingstyle.Tobuildagoodone,newEnglishteachersshouldadjusttheirteachingmethodsbasedonthedifficultiesfornovice.ThisstudywascarriedoutfromseveralaspectsofthenewEnglishteachers'classroomteaching.Firstly,toknowthecommonperformanceofnewEnglishteachers’teaching;then,toinvestigateandconcludethecommondifficultiesintheirclassroomteaching;nexttomakeasummaryabouttheprofessionalteachingknowledgesthatanEnglishteacherneededinaclass;andintheend,makeacomparisontoseehowtheknowledgesandtechniquestheylearnedincollegeoruniversityworkinclass.SummingupthecommondifficultiesfornewEnglishteacherswillremindthemofadjustingtheirteachingmethods.ResearchParticipantsTheresearchparticipantsaretwonewEnglishteachersandthirtystudentsfromaMiddleSchool.ThestudentscamefromtwoclassesinGradeSeven.ThesetwonewEnglishteachersarethemainresearchobjectsduringthisstudy.MsFangraduatedfromForeignLanguageDepartmentofFuyangNormalCollege.Aftergraduation,shetookthejobasanEnglishteacherintheMiddleSchool.MsTaograduatedfromForeignLanguageDepartmentofWestAnhuiUniversity.Aftergraduation,shebecameanEnglishteacherhere.ThestudentparticipantswerefifteenstudentsofClassOneandfifteenstudentsofClassThree,whowereinterestedinEnglishstudyandmostlyactiveinEnglishclasses.AfterabriefintroductionfromtheirEnglishteachersandasimplequestionnairesurvey,theauthorgotabasicknowledgeabouttheEnglishlevelofthesestudents.TheyareintheforthlevelofNewEnglishCurriculumStandard,so90%ofthestudentshavecleargoalsinEnglishlearningandareconfidentfortheirEnglishstudy;83.3%ofthemareabletounderstanddialogueandshortstoriesindailycommunication;66.7%ofthemcanusesimplesentencestodescribepeople’sexperienceandvoicetheiropinion;33.3%ofthemareabletoreadpassagesofdifferentstyles.Duringthesurvey,boththestudentsandteacherssupportedtheresearchverymuch,andthestudentswereveryactiveinclass.Thanksfortheirtimeandcooperation.ResearchMethodsandProceduresToknowthegeneralsituationsofnewEnglishteachers’classteaching,theauthortookobservationasoneoftheresearchmethods.Atfirst,theauthorstudiedthelessonplansofthetwonewEnglishteachers.Afterlessonplanobservations,theauthorobservedthreeclassesofeachteacher.Andtolookintotheirspecificteachingdifficulties,theauthortookinterviewasanothermeansoftheresearchmethod.Theresultsofthisresearchwereobtainedmainlybythemeansofinterviewswithtwoteachers.InterviewswithstudentshelpedtogetmoredetailsaboutthequalityofnewEnglishteachers’classteaching.ObservationsObservationisamethodthatresearchersdirectlyobservetheobjectbeingstudiedwiththeirownsensesandsomekindsofaidstoobtaininformationaccordingtocertainresearchpurposes,outlineorobservationtable.LessonPlanLessonplancanreflecthowskillfulateacheriswiththeteachingmaterial,howwellateateahermastrstheknowedge,tteahingmthodsateacherusesinacls.Itsabondbetweenteachingmaterialsandclassroomteaching.Solessonplanstudycanhelpustoseethebasicteachingskillsofateacher.TheauthorhasstudiedthelessonplansofthesetwonewEnglishteachersbeforeobservingtheirclasses.Itturnedoutthegeneralsituationoftheirlessonswasquitethesame.Thecontentswererich.Thestructuresoftheirlessonplanwereclear,mainlyhad“teachingobjectives”,“teachingkeypoints”,“teachingmethod”,“teachingprocedures”and“summary”.Buttheirlessonplanslackedofthreeimportantparts“analysisofteachingmaterials”,“analysisofstudents”and“after-classreflection”.ClassroomObservationsToknowaboutthesetwonewEnglishteachers’classroomteaching,theauthorobservedsixclassesoftheirlessonteachingandrecordedtheirteachingprocesses.Herearetwotypicalrecordsoftheirclassteaching:TableI:MsFan,Unit6I’mwatchingTV,SectionBWarn-up(4min)Review：readthevocabularyinthisunit,andrevisethekeylanguageknowledge(thePresentContinuousTense)theylearnedfromlastclass：Whatareyou/theydoing? I’m/They’re……What’she/shedoing? He/She’s……Areyou/they……? Ishe/she……?Yes,…… No,I’m/They’re/He’s/She’s……Step1Pre-reading(6min)AskstudentsabouthowtheirfamilycelebratestheyearlyDragonBoatFestival.Then,listthespecialactivitiesofDragonBoatFestival:makezongzi,watch/joininthedragonboatracing,anddressupaperfumepouch(佩香囊).AskstudentstomakesentencesinthePresentContinuousTensewithphrasesabove.Step2While-reading(5min)5minutesforstudentsreadingthepassagebythemselveswiththequestions“whatareZhuHui’sfamilydoingintheDragonBoatFestival?”and“whatarehishostfamilydoinginthisfestival?”Askseveralstudentstoanswerthequestions,andthenchecktheanswers.Step3Post-reading(30min)Listentothetapereadingthispassage,andsuggeststudentstoreadthispassageinthemorningreadingclass.Helpstudentstostudythelanguageknowledgesentencebysentence:He’sstudyingin……, livewith……, theDragonBoatFestival,It’s9:00a.m., ……aremaking/eatingzongzi,……arewatchingtheboatraces,etc.Summarythemainideasofeachparagraphswithstudents.Finish2cinclass.(Matchtheverbsphrasesfromthepassagetheyjustlearned)HomeworkReadthepassageandreciteit.Finish3aandselfcheckinpage36.TableII:MsTao,unit2,Unit6I’mwatchingTV,SectionBWarm-up(2min)Readthenewvocabularyinthisunit.Step1Pre-reading(10min)Askstudentstotrytofinish2c(Matchthesixverbsphrases),thenchecktheanswers.Learnoftheverbphrasesin2c:Firstly,theteachermakesseveralsentencesbythephrases;Then,sheaskssixstudentstomakenewsentences;Atlast,bylearningthesixphrases,askstudentstoguessaboutthecontentofthistext.Step2While-reading(6min)Theteacherreadthetextinclassfirst.Studentsreadthetextbythemselvesafter.Step3Post-reading(25min)Explainthepassagesentencebysentenceandlearnthenewlanguageknowledge.(Whentheylearnaboutnewknowledgeinthepassage,theteacherleadsthestudentstorevisethePresentContinuousTensetheylearnedinlastclass.)Readthequestionsin2b,andexplainthemeaningsofthesetwoquestions.Givestudents2minutestofindouttheanswers,andthenaskseveralstudentstoanswer.HomeworkAnswerthetwoquestionsin2bintheirexercisebooks.Finish3aandselfcheckonpage36.InterviewsInterviewisaresearchmethodbywhichtheinterviewersmakeabasicunderstandingofthepsychologyandbehavioroftheintervieweesthroughfacetofaceconversation.Itisakindofresearchmethodthatcanhelptogetdetailedresearchinformationfromtheinterviewees.Theresearchresultsareoftenspecific,accurateandinsightful.TeachersAftertheobservations,theauthorpreparedseveralquestionsforthesetwonewEnglishteacherstoanswer.Theinterviewswithtwoteachersweredoneseparately.Duringtheinterviews,theauthortriedtofigureoutthegradualchangesinnewEnglishteachers’teachingandthespecificphenomenaoftheirteachingproblems.Question1:Afterlisteningtoyourclass,Ifindthatyourclassteachingisverysubstantial.Doyouteachlikethisfromthebeginningofyourfirstday?AnswersfromMsFanandMsTaoshowedthattheydidn’tteachlikethisinthebeginning.Theyhaveworkedasteachersforalmosthalfayearnow,andtheyhavebeenadjustingteachingmethodsoftheirclassteachingsfromtheveryfirstday.MsTaomentionedthatshemadeadjustmentsofherclassteachingmainlybyobservingstudents’responsesinclassorafterclassandothers’(especiallyexperiencedteachers’)classteaching.SometimesteachertrainingprogramsandknowledgesontheInternetorbookshelpMsTaoinplanningthelessonsaswell.Question2:Comparingwiththebeginningofclassteachingperiod,doyouthinkyouhaveformedageneralteachingstylenow?MsFansaidthatshehasn’tformedageneralteachingstyleyet,becauseshestilltriedsomedifferentteachingmethodsinclassrecently.Shecouldn’tdecidewhenthestudents-orientedteachingmethodisappropriateyet.Shesaidshefeltthattherewerestillmanythingssheneedstolearninclassteaching.ButMsTaothoughtthatshehasformedageneralteachingstylenow.Shesaidthateveryteacherhasadifferentteachingstylelikeeveryhumanhasacertainpersonality.Itdidn’ttakemuchtimetoformit.Question3:Whathasbeenyourbiggestproblemordifficultyinclassteaching?Thetwonewteachersbothagreedthatthebiggestdifficultyintheirclassteachingistheydon’tknowaboutthetestsyllabusverywell.AstheyareonlybeginnerinEnglishteachinghaven’tbeenEnglishteachersforaverylongtime,theteachingmaterialsarestillnewtothem.Togetfamiliarwiththeteachingmaterials,theyoftenspendonetotwohoursinpreparingforclassinthenextday.Eventheyworkhardinpreparingclassteachinglikethis,thesetwonewteachersstillfeelhardtocompetewithexperiencedteachers.“Thoseexperiencedteachersbarelyspendtimeinpreparingfornextdayclassteaching,becausetheycanremembernearlyallthecontentsoftextbookintheirownminds.Thekeylanguageknowledgeandthecommontestpointjustpopintotheirheadsassoonastheyknowwhatthetitleofthisunitis.”saidMsFan.MsTaosaidthatshehadatroubleonceinattractingherstudents’attentionsinclass.Whenshe’steachinginaclassinthebeginning,shewouldliketoteachtheimportantknowledgetostudentsallatonce.However,aftershefinishedteaching,shefoundthatmanystudentsjustlosttheirwaysinherclass.Itseemedthattheywerenotlisteningtoherteaching.Itmadeheralittleangryanddisappointedatthattime.Butafterclasssherealizedit’sherproblem.Sheshouldn’tjusttalkaboutthelanguageknowledgeallthetimeandforgettodrawstudents’attentions.“Mostofthestudentswillbedistractedforawhileinaclass,Ishouldbecarefultoattractthemback.”shesaid,“It’sahardwork.ManytimesIjustdon’tknowhowtowinthembackfromsomewhereelse.”Question4:WhatarethemaingapsdoyouthinkbetweennewEnglishteacherswithexperiencedteachers?Ingeneral,thetwoteachersthoughtthattheexperiencedteachersnotonlyknowaboutallthekeylanguageknowledgeverywell,buttheycanteachtheknowledgeinaflexibleway.What’smore,experiencedteachersalwaysclearlyknowabouttheEnglishleveloftheirstudents.PAGEPAGE11Manyexperiencedteachersliketomakeasummaryandrevisethedifficultlanguageknowledgeagainandagaininclass.Forexample,whenthestudentshavelearnedseveralphrasesmadeof“take”,experiencedteacherswouldliketosummaryallthephrasestoleadstudentstorememberanddistinguishthem.Experiencedteachersaregoodatfindingassociationsbetweennewknowledgeandoldknowledge.Forexample,theymayliketoaskstudentstotrytotransformanewsentencetheyjustlearnedintoanoldsentencetheyhavelearnedbutinthesamemeaning.Theyleadstudentstolookbackoldknowledgefrequentlywhentheylearnnewknowledge.“Classesofoldexperiencedteachersmaybelessinterestingthanours,butthey’retrulyteachingtounitethetethersthatholdyouback.”saidMsTao.SinceexperiencedteachershavetaughtEnglishforalongertimethannewEnglishteachers,theyalwaysknowaboutstudentsmoreclearlythannewEnglishteachers.Notonlyinstudents’studylevel,butinstudents’psychologicalstateaswell.Question5:Afterobservingtheteachingplansofyou,Ifoundthatyourplansdidn’thavethreeparts“analysisofteachingmaterials”,“analysisofstudents”and“after-classreflection”.Wouldyouliketotellmethereasonplease?Bothofthemsaidthattheteachingplanshelpedinthefirstonetotwomonthsalot.Butastheyworkedintheschoolforcertainmonths,analysisofteachingmaterialsandstudentswerenotnecessaryanymore.Andtheycouldn’tdotheafter-classreflectionaftereveryclass,therewereplentyofotherworktheyneedtodoafterclass.Buttheybothagreedthatafter-classreflectionisveryimportantforimprovingteachingskills.StudentsAftertheinterviewswiththetwoteachers,theauthorinterviewedthirtystudentsoftwoclassesafterschool.HalfoftheminClassOneweretaughtbyMsTao,andtheotherhalfinClassThreeweretaughtbyMsFan.Question1:DoyoulikeyournewEnglishteacher’sclass?Why?Thestudentsalllikedtwoteachers’classesverymuch.StudentsofClassOnelikedMsTao’spatience.Andsheisverykindtothemafterclassalthoughalittleseriousinclass.StudentsofofCassThreedsnisyoungandehasgoodprsonlity,sotheyfltasytobeclosePAGEPAGE12withher.Question2:Arethereanyinterestinglearningactivitiesinclassthatattractyou?Somestudentsoftwoclassessaidthattheyliketolistentotheteacherstellingthemaboutvariousstories,differentmannersofothercountriesandwesterncitiesorcultures.Buttheteacherdidn’ttellthemabouttheseinEnglish,becausethatwouldnotmakethemunderstandthecontents.Then,studentsofClassThreeadmittedthattheyallliketolistentotheEnglishsongsinMsFan’sclasses.Theteacherletthemlistentothemusictapeonceaweek,andthatistheirfavoriteclass.Question3:DoyoufeelhardtounderstandwhatyournewEnglishteacherteachesinclass?Twentyfivestudentsoftwoclassessaidthatinthebeginningofthissemestertheyfelthardtounderstandthelanguageknowledgetheirteacherstaughtinclass.InMsTao’sclass,shetaughthernewstudentsinEnglishatfirst.Thestudentstriedveryhardtounderstandwhatshewasteachinginthebeginning,buttheyfailed.Then,afteraboutaweek,theyadvisedMsTaotouseChineseinclassteachingandsoontheclassroomeffectbecamebetter.MsFantaughtinclassveryquicklyinthebeginning,astheknowledgewentharderandharderstudentsdidn’tknowhowtolearn.Afterabigfailureinaschooltest,MsFanasksthemforadvicealotandshehasbeenimprovingsincethen.Abouthalfofthesethirtystudentssaidtheystillfelthardtounderstandthelanguageknowledgeaftertheirteachersadjustedtheirclassteachinginthebeginningperiod.Theyblamethemselvesforhaven’tlearningEnglishwellintheirprimaryschool.ButtwonewEnglishteachersbothrealizedthisduringtheirwork,sotheyhaveguidedstudentstolearnsomebasiclanguageknowledgeinclassfromtimetotime.ThishelpsthestudentstoimprovetheirEnglishlevelalot,andtheyallfeelgratefulfortheirnewEnglishteachers’efforts.Question4:WhatadviceaboutclassteachingwouldyougivetoyourEnglishteachernow?Exceptformoremusicandstoriesinclass,somestudentsmentionedthattheywantedtheteachertogivethemsomesamplesinclasswhensheasksthemtowriteacompositionashomework.homework.deofthemhopedthatthetachercanhelpthmtofindaneasierytorememberthevocabulary.Chapter4ResultsObservationResultsTheresultsofstudyingteachingplanshavealreadyexpressedintheQuestion5withteachers.Sotheseareresultsofclassroomobservations.TeachingsofNewEnglishTeachersGenerallyspeaking,thebeginningteachingsofthesetwoEnglishteacherswereverygood.Theirteachingdesignswereveryreasonableandscientificwithgoodsenseofteachingtiming.Thecontentsoftheirclassesweredetailedandfull,andtheteachingstepswerespecificandmeaningful.MsTaooftenusesassociativeapproachtoleadstudentstoreviewknowledgetheyhavelearnedbefore.Shetakeseffortstoattractstudents’attentions,whichmakestheclassroomatmospherealittletense.MsFanlikestoputlearnedknowledgeinthewarm-uppart.HerteachingstyleismoredirectlythanMsTao.AndFanlikestoexpandteachingcontentsaboutextra-curriculum,whichhelpstoarousestudents’interests.MsFanandMsTaobothusedalotChineseinclassteaching.TheyseldomtaughtinEnglish.Classro