交互式白板是一種大型可觸摸交互式屏幕,與投影儀及內(nèi)置(外置)電腦設(shè)備相連。屏幕實(shí)時(shí)展現(xiàn)投影內(nèi)容,可使用點(diǎn)觸的方式直接操作或輸入指令,能夠讓學(xué)生全身心的沉浸到課堂教學(xué)之中。交互式白板的各項(xiàng)功能使其成為頗受教師歡迎的教輔工具,在教/學(xué)環(huán)節(jié)已擁有廣泛的應(yīng)用。但是目前為止,從教師角度分析這一工具優(yōu)劣的定性研究寥寥無幾。本文旨在探索教師對于交互式白板在南京中小學(xué)英語教學(xué)中應(yīng)用的觀點(diǎn)。同時(shí)希望通過展現(xiàn)交互式白板在教學(xué)過程的重要作用而對各地區(qū)中小學(xué)教學(xué)研究活動(dòng)有所啟發(fā)。我們將會(huì)涉及以下兩個(gè)部分:第一部分是英語教師對于白板作為一種教學(xué)手段在課堂中出現(xiàn)的觀點(diǎn)及其對學(xué)生英語技能,課堂參與與積極性的影響;第二部分探討給予教師相應(yīng)的白板使用培訓(xùn)的的重要性。文章主要圍繞著ESL教師關(guān)于如何高效的使用交互式白板教授年輕學(xué)習(xí)者的觀點(diǎn)以及這項(xiàng)技術(shù)對學(xué)生有怎樣的影響和激勵(lì)展開探討。此外,我也將涉及ESL教師的個(gè)人經(jīng)驗(yàn)和使用IWB的技能對于他們的教學(xué)風(fēng)格和課堂管理的影響以及其對培訓(xùn)需求的認(rèn)知。本文采取了定性研究的方法:其一是與三位英語教師進(jìn)行了深度的訪談,他們分別來自南京地區(qū)不同的英語教學(xué)機(jī)構(gòu)或者公立學(xué)校,都具有相當(dāng)?shù)陌?.. 

【文章來源】：南京大學(xué)江蘇省 211工程院校 985工程院校 教育部直屬院校

【文章頁數(shù)】：102 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
INTRODUCTION
CHAPTER ONE-LITERATURE REVIEW
    1.1 Introduction to CALL
        1.1.1 Definition of CALL
        1.1.2 The development of CALL from the pedagogical perspective
        1.1.3 Main features of CALL in language learning
    1.2 The use of IWB in CALL
        1.2.1 Definition of IWB
        1.2.2 The development of IWB use
        1.2.3 Main techniques and features of IWBs
    1.3 Benefits and drawbacks of IWB
        1.3.1 Impacts of IWB use on English language learning skills
        1.3.2 Drawbacks related to the use of IWB technology
    1.4 Review of related studies
        1.4.1 Introduction
        1.4.2 Studies abroad
        1.4.3 Domestic studies
    1.5 Summary
CHAPTER TWO-METHODOLOGY
    2.1 Introduction
    2.2 Research questions
    2.3 Participants
        2.3.1 Interview sample
        2.3.2 Classroom observation sample
    2.4 Instruments
        2.4.1 In-depth interview questions
        2.4.2 One-semester classroom observation
    2.5 Data collection
    2.6 Data analysis
        2.6.1 Interview data analysis
        2.6.2 Classroom observation data analysis
CHAPTER THREE-RESULTS AND DISCUSSION
    3.1 Introduction
    3.2 ESL teachers' perspective on the effectiveness of IWB as an instructional tool
        3.2.1 ESL teachers' perspective on IWB benefits in learning engagement
        3.2.2 Teachers' use of IWB for engaging and encouraging ESL learning
    3.3 Teachers' perspectives of the impact of personal experience of using IWB
        3.3.1 Difficulties they have encountered when using IWBs in ESL classrooms
        3.3.2 Teachers' perspective of the impact of teacher training
CHAPTER FOUR-CONCLUSIONS
    4.1 Major findings
    4.2 Implications of the study
        4.2.1 Implications for IWB as an instructional tool
        4.2.2. Implications for teachers using IWB—Pedagogical implications
    4.3 Limitations of the study
    4.4 Suggestions for future research
REFERENCES
APPENDICES
    6.1 Interview questions
    6.2 Interview content compiled
    6.3 Data analysis
    6.4 Classroom observation



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