课堂情景剧表演在教师英语综合技能培养中的作用机制

The Functional Mechanism of Sitcom Play in the Training of English Teachers’ Comprehensive Teaching Skills

教师技能培养依托于课堂教学。基于心理学、神经科学和教育学理论,情景剧课堂可培养教师综合技能。为探明情景剧引入对教师技能培养的效益,本研究通过情景剧课堂,以团队为基础比较情景剧表演引入前后的教师综合技能得分。实验结果发现,综合技能显著提高;排除性别、团队人数、班级差异等变量后,该效应同样显著。实验说明,课堂情景剧表演可作为教师综合技能培训的有效手段,但该类研究需要更多的教学实践予以佐证。

Teaching skills training relies on teaching in the classroom. Consistent with the theories of cognitive psychology, neuroscience and education, classroom sitcom plays involved in artistic performance, as a means to mobilize multi-cognitive processes, could be used to cultivate professional teaching skills in class situation. In order to find out the effect of situational drama performance, this study uses classroom-based melodrama performances on the basis of the teamwork. The results show that the situational drama performance applied in classroom teaching improves the teachers’ skills effectively, even if gender, team size, class difference and other additional variables are excluded. Although further inferences show that classroom sitcom performance can be used as an effective means of comprehensive-skill training for teachers, the current research still needs more teaching practice to support it.