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本文结合民族志研究、叙述研究及实证研究的方法,对在大学英语课堂进行的说写结合的探索性教学实践进行自我探索性研究,旨在去理解和发现其课堂生活质量。本文作者从一个课堂实践者、研究者以及人类学观察者的视角,对学生小组合作写作和合作表演的过程进行了研究。通过鼓励师生摆脱课程的工具理性的束缚,把生活及真实的自我带入课堂,作者发现课堂生活开始变得和谐了:学生在课堂上开始融入自我,学习动力和兴趣被唤起,在小组活动中的角色不断改变。本研究证明了这种从具体教学条件出发,把关注课堂生活质量放在首要位置的探索性教学实践。
Based on the methods of ethnography, narrative research and empirical research, this paper conducts a self-exploratory research on the exploratory teaching practice of speaking and writing in college English classes, in order to understand and discover the quality of classroom life. The author studies the process of collaborative writing and collaborative performance of student groups from the perspective of a classroom practitioner, researcher, and anthropological observer. By encouraging teachers and students to get out of the shackles of the instrumental rationality of the curriculum and bringing life and real self into the classroom, the authors find classroom life beginning to become harmonious: students begin to integrate themselves into the classroom, learning motivation and interest are evoked, The role in the constantly changing. This research proves this kind of exploratory teaching practice which starts from the specific teaching conditions and focuses on the quality of classroom life.