李丹丹毕业论文答辩.pptVIP

An Empirical Study on the Application of Mediation Theory in the Context of English Teaching Candidate: Li Dandan English Department Harbin University of Science and Technology The Structure of the Presentation Introduction Theoretical framework and related literature Methods Discussion Conclusion The problems Lack of language environment Our native language The training of English teachers Research Questions 1. What are the teacher’s perceptions of the importance of the twelve mediation tools? 2. How often do they actually practice these twelve mediation tools in the English classrooms? 3. Is there a gap between what they think and what they do? 4. What are the students’ understandings about the new role of their English teachers--- mediators. 5. In student’ opinion, how often have their teachers carried out mediated activities? 6. Does teachers’ actual behavior match students’ expectations? Research Hypotheses 1. Both of the teachers and students took a positive attitude towards the importance of mediation tools in English classrooms, but there are some slight difference between what they think are the most important tools. 2. There is a discrepancy between teachers’ actual performance of mediation tools and students’ expectations. 3. English teachers’ perceptions of the importance of mediation tools are generally consistent with their practice in English teaching. Reuven Feuerstein Nationality: Israel (1921-) Major theories: Structural cognitive modifiability Deficient cognitive functions Mediated learning experience Definition of mediation Feuerstein has broadly defined mediation as the interaction between the human being and its socio-cultural environment. Mediated learning experience is concerned with experience that influence the individual’s “propensity to learn”, the quality of interaction that helps the learner become modified by exposure to stimuli in the direction of higher and more efficient levels of functioning and adaption. Det