摘要行动研究经历了一个相当复杂和曲折的阶段。它是由美籍德国学者列文首次提出并应用于实践，该研究在20世纪50年代前达到高峰。英国学者斯腾豪斯认为教学实际上是对某一个特定课程探讨实验的过程，他提出：“让教师成为研究者”和“基础教学研究”。本文采用文献分析法对初中英语教师课堂教学行动研究进行分析，并且就如何促进教师课堂教学行动给出建议，即要提高自身素质，又要掌握课堂教学技巧等。由此可见，教师的教学行动可以直接影响教学效果。本篇论文从分析教师教学行动角度进一步探讨和提出适合教师课堂教学的方法和策略,以便能大面积提高英语教学效率和质量，极大提高学生综合运用语言的能力。50220

毕业论文关键词: 行动研究；问题; 策略

Abstract Action research has experienced a quite complicated and devious phase. It was first advocated and practiced by German-American scholar Lewin and it reached its golden age before 1950s. British scholar Stenhouse contended that teaching was actually an experimental process on the exploration of a specific course and he put forward the famous slogans—“let teachers be the researchers” and “make research the basis of teaching”. This paper will adopt the literature analysis method to discuss the junior high school English teachers’ action in classroom and give recommendations on how to promote teachers’ teaching action in classroom,  that is how to improve their own professional competence and master the teaching techniques and etc. Thus teaching action can directly influence the teaching effect. This thesis mainly probes into some effective strategies that can improve the quality of English Teaching in a large area and the ability of students in using the language from the perspective of teachers’ teaching action. 

Key words: action research; problems; strategies

 Action Research of the Junior High School Teachers in English Class

Contents

摘 要 i

Abstract ii

I. Introduction 1

II. Action Research 2

2.1 Theoretical Basis 2

2.2 Teachers’ Action in Class 3

2.3 The Characteristics of Junior High School Students 3

III. Problems in Classroom Teaching 6

3.1 Teachers’ Quality 7

3.2 Classroom Discussion 7

3.3 Questioning Techniques 8

3.4 Abuse of Multimedia 8

IV. Strategies for Improving Classroom Teaching 9

4.1 Development of the Teachers’ Professional Competence 9

4.2 Proper Arrangement of the Discussion Time 11

4.3 Seizing the Difficulty and Time of Questioning 12

4.4 Use of Multimedia 13

V. Conclusion 14

Bibliography 16

Acknowledgments 17

I. Introduction

    Action research is a process in which teachers investigate teaching and learning so as to improve their own and their students’ learning. Action research has experienced a quite complicated and devious phase. It was first advocated and practiced by German-American scholar Lewin and it reached its golden age before 1950s. Afterwards, the interest in the action research in America was on the decline with various reproach and suspicion and was replaced by “research-development-promotion” model. The action research in Britain was led by Stenhouse with “research on courses of humanities” as the focus, which was a project with the “outer” researchers and “inner” teachers as the participants. Stenhouse contended that teaching was actually an experimental process on the exploration of a specific course and he put forward the famous slogans: “let teacher be the researchers” and “make research the basis of teaching”. (Stenhouse 52) With the spread of action research in both Britain and Australia, action research was paid attention in America again after 1970s. And Schiwab and Shirs played a vital role in it. Action research has begun to attract attention in China scholars since the 1980s. In the 1990s, Chinese scholars began to systematically introduce action research, including its paradigms, methods and steps. Since the late 1990s, action research has been rapid development in China; there has been the phenomenon of university researchers to advance reform for the purpose of the primary and secondary schools to carry out action research. At present, English is becoming more and more important in China. In our country, English learning mainly happened in English classrooms, so most of the students gained their knowledge through study in the language classroom. In this case, English educators are looked on as the most important learning guides and mediators. And it is hoped that they can make full use of their opportunities to improve the students’ English ability. This paper will adopt the literature analysis method to analyze the junior high school English teachers’ action in classroom and gives recommendations on how to promote teachers’ teaching behavior in classroom, that is how to improve their own professional competence and master the teaching techniques and etc. “Literature is an important means to record human knowledge. It is an important channel and form of communication and exchange of research results. The educational scientific literature is the carrier of the information and knowledge about educational science. ” (Pei 89) Thus teaching behavior can directly influence the teaching effect. This thesis intends to put forward some effective strategies that can improve the quality of English teaching in a large area and the ability of students in using the language from the perspective of teaching action.