Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,#,1,Topics for 9:00-10:10,什么是参与式的研修模式,什么是行动研究？,为什么要开展行动研究？,1Topics for 9:00-10:10什么是参与式的研,2,传统研修班学习流程,2传统研修班学习流程,3,研修班概念学习流程,individual,social,Social,individual,Individual,3研修班概念学习流程individualsocialSoci,4,Topics for 9:00-10:10,什么是参与式的研修模式,什么是行动研究？,为什么要开展行动研究？,4Topics for 9:00-10:10什么是参与式的研,5,学习新概念的基本方法,What it is and what it is not,比较和对比,思维分析问题的基本方法,研修班的基本教学方法,5学习新概念的基本方法What it is and what,6,激活你过去的经验和知识,你听说过行动研究吗？,你尝试过吗？,你是自己单人尝试,还是与同事一起尝试？,6激活你过去的经验和知识你听说过行动研究吗？,7,什么是行动研究？,任务,1:,请用一、二句话写出你对行动研究的理解，并举出一个例子说明。,(2,分钟）,7什么是行动研究？,8,练习,肯定不是,可能不是,可能是,肯定是,(The following examples were given by Anne Burns with some modifications by myself),8练习肯定不是,9,Example 1,A university lecturer gave a questionnaire about the use of computers in language teaching to 500 teachers.Statistics were used to analyse the questionnaires.The lecturer wrote an article about the work in an academic journal.,1=,肯定不是,9Example 11=肯定不是,10,Example 2,Two teachers were both interested in discipline.They observed each others lessons once a week for three months and made notes about how they controlled their classes.They discussed their notes and wrote a short article about what they learned for the newsletter of the national language teachers association.,2=,可能不是,10Example 22=可能不是,11,Example 3,A teacher noticed that an activity she used in class did not work well.She thought about this after the lesson and made some notes in her diary.She tried something different in her next lesson.This time the activity was more successful.,3=,可能是,11Example 33=可能是,12,Example 4,Mid-way through a course,a teacher gave a class of 30 students a feedback form.The next day,25 students handed in their completed forms.The teacher read these and used the information to decide what to do in the second part of the course.Afterwards,she made some changes in her teaching according to the students feedback.Meanwhile,she closely observed the students responses to her new actions and interviewed some of them once in a week.She wrote journals to record her feelings and reflections.Finally,she wrote a paper to report what she has done for her course.,4=,肯定是,12Example 44=肯定是,13,什么是行动研究？,任务,1:,请用一、二句话写出你对行动研究的理解，并举出一个例子说明。,(2,分钟）,13什么是行动研究？,14,任务,2:,请与同伴交流你对行动研究的看法。,(2,分钟）,14,15,任务,3,：大班讨论“什么是行动研究？”（,10,分钟）,15,16,Paper One,Defining action research(1),It seeks to bring together with action and reflection,theory and practice,in participation with others,in the pursuit of practical solutions to issues of pressing concern to people,and more generally the flourishing of individual persons and their communities(Reason and Bradbury,2001:p.1),行动研究的对象、目的、方式,16Paper OneDefining action res,17,Burns definition(1999:24),The major focus of action research is on concrete and practical issues of immediate concern to particular social groups or communities.It is conducted in naturally occurring settings,primarily using methods common to qualitative research(Nunan 1992;McKernan 1996)such as observing and recording events and behaviors.Its approaches are essentially participatory,in that they are conducted by and with members of the actual community under study(Bailey 1998),17Burns definition(1999:24),18,Other definitions,AR is a common methodology employed for improving conditions and practice in classrooms and in other practitioner-based environments.Unlike research that produces findings without action,the spiral and cyclical research process leads to action and improvement.AR is typically community-based.In addition,AR is considered a field-intensive process (Craig,2009),18Other definitionsAR is a com,19,Review,什么是行动研究？,19Review什么是行动研究？,20,总结：行动研究的定义,以解决现实问题与改善现状为目的，具有行动性、参与性、探索性（动态性）、反思性特征的研究,用系统的方法寻求某个问题的答案,20总结：行动研究的定义以解决现实问题与改善现状为目的，具有,21,行动研究案例举例,案例,1,：语言实验室中的口语教学,问题：大班交流机会少；固定座位学生无法交流,目标：提高学生口语表达的机会，增加教师对学生口语练习的监控和帮助,行动方案：在口语实验室中上口语课，进行单人、对子、小组口语实践，一学期；,29,个学生,行动研究结果：学生口语实践时间大大增加；教师对学生口语练习的反馈形式多样,不足之处：形式单一、缺少面对面的交流,（,外语界,1998,年第,1,期：评价语言实验室内的口语教学）,21行动研究案例举例案例1：语言实验室中的口语教学（外语界,22,行动研究案例举例,案例,2,：创设综合素质实践课,背景：培养学生的综合素质为的是培养具有较强应变能力的大学毕业生,行动方案：增设一门,3-4,周的综合素质实践课；跨年级、跨班级的模拟实践活动,必选项目和自选项目,信息检索和处理,英语辩论、英语戏剧、英文报纸,/,杂志编辑、英语电视短片制作、电影配音与评论,评价体系,课程效果,22行动研究案例举例案例2：创设综合素质实践课,23,行动研究的分类,微观问题驱动（来自于个人实践）,宏观问题驱动（来自于群体实践）,个体行动研究,合作行动研究,Burns,A.1999.Collaborative action research for English language teachers.Cambridge:Cambridge University,23行动研究的分类微观问题驱动（来自于个人实践）,24,行动研究选题与设计,24行动研究选题与设计,25,研修班调查,任务,4,请看下列案例能算做行动研究吗？,25研修班调查任务4,26,下列案例能算行动研究吗？,北大在高考招生中实行,“,校长实名推荐制,”,。,国务院的大部制改革几年前在广东试点。,我国的改革开放首先在深圳建立特区进行试点。,为了有效提高本研修班的效果，我们采用形成性评估的方法，随时监控本研修班的学习情况，并采用多种方法收集学员的反馈，并据此作出调整。,为了改变学生与老师的交流方式，教师改变了教室内座椅摆放的方式。,26下列案例能算行动研究吗？北大在高考招生中实行“校长实名推,27,研修班调查,任务,6,请看下列哪些问题适合开展行动研究？,27研修班调查任务6,28,一位大学英语教师从入职到胜任工作需要经过哪些阶段？,我怎样通过形成性评估来提高课堂教学的质量？,我该如何调动学生英文写作的积极性？,影响学生英文写作积极性的因素有哪些？,28一位大学英语教师从入职到胜任工作需要经过哪些阶段？,29,29,30,什么是行动性？,actionality,actionable,访谈,观察,设计问卷,Refers to the actions taken to solve practical problems