摘要
语音教学是初中英语教学的重要内容,教师对语音教学的认知直接影响其语音教学过程。基于珠海市12名在岗初中英语教师访谈与三节比赛课堂观察,该研究描述了教师对于语音教学的态度和做法,探讨了目前存在的困难和产生的原因。研究结果显示,教师在语音学习目标、教学内容、实施环节、课程衔接等问题上存在认知差异,亟需在课时分配、语音测试、教学资源等问题上寻求解决途径。该研究还通过梳理初中英语语音教学的逻辑关系,强调了教师在语音教学过程中的主体地位,并提出了基于教师认知理论的英语语音教学模式。
Pronunciation teaching is an important part of English Teaching in junior middle school.Teachers’cognition of pronunciation teaching directly affects their pronunciation teaching process.Based on interviews with 12 junior middle school English teachers in Zhuhai and the classroom observation of three teaching competitions,the teachers’attitudes and practices towards pronunciation teaching were depicted.The existing difficulties and causations of pronunciation teaching problems were discussed.The results showed that there existed cognitive differences among teachers in the aspects of phonetic learning objectives,teaching content,teaching implementation,and curriculum cohesion.It was revealed that the problems of class hour allocation,phonetic testing,and teaching resources were to be solved.While discussing the logical relationships of junior middle school English pronunciation teaching,it was emphasized that teachers should play a dominant role in the process of pronunciation teaching.Afterwards,an English teachers’pronunciation teaching model based on teacher cognition theory was put forward.
作者
朱瀚
孙建荣
Zhu Han;Sun Jianrong(Tourism College,Guangdong Polytechnic of Science and Technology,Zhuhai 519000,China;University International College,Macao University of Science and Technology,Macao 999078,China)
出处
《齐鲁师范学院学报》
2022年第4期82-89,共8页
Journal of Qilu Normal University
关键词
教师认知
初中英语教学
语音教学
模式建构
Teacher cognition
English teaching in junior middle school
Pronunciation teaching
Model construction
