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裤头英语教师在课堂中的角色

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来源:https://www.bjmy2z.cn/gaokao
2021-01-20 12:31
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排除法-裤头

2021年1月20日发(作者:forecasts)
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Teacher’s Role in
Middle School English Teaching
in Classroom

1. Brief Introduction of the Subject

Teaching
in
class
is
the
main
form
of
teaching
in
our
middle
schools.
It
is
in
the
classroom
that
an
English
teacher
is
to
cultivate
the
listening,
speaking,
reading
and
writing
abilities
of
the
students,
give
knowledge of phonetics, grammar and vocabulary and train the mind of
students and get them educated morally, intellectually and physically.
So,
teachers
playing
proper
roles
in
the
classroom
is
of
vital
importance.

The
roles
of
the
teacher
will
depend
to
a
large
extent
on
the
function
he performs in different activities. A lot of efforts have been devoted
to researches on teacher’s roles. For example, from Richards’s (1990)
understanding, the following are among the kinds of roles teachers may
see for themselves in the classroom: 1) monitor of student learning; 2)
motivator;
3)
organizer
and
controller
of
pupil
behavior;
4)
provider
of
accurate language models; 5) counselor and friend; 6) needs analyst; 7)
materials developer; 8) evaluator. Based on the function the teacher
performs
in
different
activities,
Harmer
defines
the
teacher’s
role
s
as
controller,
assessor,
organizer,
prompter,
participant
and
resource-provider (Harmer, . The latter are the most common roles that
teachers play in present-day foreign language teaching and are the ones
we talk in this paper.

2.
Definitions of Role and Teacher’s Role

The word “role” derives from the drama.
In 1934, G. H. Mead used
it firstly to refer to a part a person play in the performance of social
life.
Later,
Ellis&
McClintock
(1990)
defines
the
role
as
the
participant
in
any
act
of
communication
which
involves
his
particular
status,
identity
and
behavior.
They
involve
different
kinds
of
work,
levels
of
responsibility,
kinds
of
relationships,
patterns
of
interaction
and
communication, and power relationships.

In
education,
according
to
Nunan
(1993),
the
role
refers
to
the
social
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and interpersonal responsibility assumed by teachers and learners as
class
participants
and
the
part
teachers
and
learners
play
in
fulfilling
learning tasks. The role of teacher is primarily an occupational role,
predetermined
by
the
nature
of
schools
and
of
teaching.
Teachers
interpret
their roles in different
ways depending on
the kinds of schools in
which
they
work,
the
teaching
methods
they
employ,
their
individual
personalities, and their cultural background. Classroom teaching is the
teaching behavior happens in the classroom. Teachers can use a variety
of classroom activities to achieve the teaching objectives and many of
their roles can be seen directly in classroom teaching.

3. Teacher’s Roles in Classroom

Controller

An
appropriate
degree
of
control
of
the
teacher
over
the
class
is
vital
in
formal
language
teaching.
The
teacher
controls
the
pace
so
that
activities run smoothly and efficiently. For instance, when students do
skimming and scanning tasks, it is very important for the teacher to
control time. When doing lockstep activities, the teacher controls the
whole
class
so
that
everyone
has
equal
chance.
When
students
do
reproduction
activities,
the
teacher’s
control
can
make
sure
the
students use certain target language items and their reproduction has a
degree of accuracy.

When we talk about the advantages of teacher control, we stick to
appropriate degree of control. Over-control will do no less harm to
students than no control at all. Besides, different activities needs a
different degree of control. Some teachers use terms like controlled
practice, half-controlled practice, and free practice to indicate where
control is needed and where control should be relaxed. We believe that
the more communicative an activity is, the less control it needs.

Assessor

It is generally believed it is a major part of a teacher’s job
to
asses
s the students’ work. According to Harmer, as an assessor, the
teacher does two things, that is, correcting mistakes and organizing
feedback.
Harmer
insists
that
correcting
should
be
gentle.
Gentle
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correcting involves showing that incorrectness has occurred, but not
making
a
big
fuss
about.
Organizing
feedback
is
an
effective
way
to
assess
students’ performance so that they see the extent of their success or
failure.
When
organizing
feedback,
it
is
very
discouraging
for
the
teacher
to be critical. Rather, w
e believe teachers should focus on students’
success or progress so that a success-oriented learning atmosphere can
be created.

Organizer

The most important
and difficult
role
that he teacher
has to play is
to
be
an
organizer.
Nowadays
many
approaches
and
methods
advocate
task-
based
activities.
So
one
of
the
teacher’s
major
tasks
is
to
design
and
organize
tasks
that
students
can
perform
in
the
class.
It
is
in
doing
this that teachers have the most freedom and most challenge, and it is
where the teacher can exert creativeness in an unlimited way.

Before
organizing
an
activity
in
the
class,
the
teacher
should
envisage
what
the
activity
is
going
to
be
like.
He
should
also
anticipate
problems that may arise when the activity is being carried out. Before
students
start
the
activity,
the
teacher
should
give
instructions
clearly
and concisely so that students know how to do what. Sometimes a teacher
demonstration
can
help.
And
if
necessary,
use
students’
native
language
to clarify.

While
students
are
doing
the
activity,
the
teacher
should
walk
around
the
classroom
and
overhear
what
the
students
are
saying.
If
some
students
are not doing the right task, the teacher should rectify. Taking notes
in mind will help the teacher to provide accurate feedback later.

Prompter

When students are not sure how to start an activity, or what to do
next, or what to say next, the teacher should give appropriate prompts.
For instance, if students find it difficult to start talking in a task
where they have to choose one of five places to go for an outing, the
teacher may tell them to consider distance, means of transport, time
available, safety, etc. When a student doesn’t seem to be ready for an
answer, the teacher can give hints; when a student finishes with a very
3

排除法-裤头


排除法-裤头


排除法-裤头


排除法-裤头


排除法-裤头


排除法-裤头


排除法-裤头


排除法-裤头



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