Presupposition And Generation In Junior Middle School English Class Given By Student Teachers

Highlighting the significance of students' development and teachers' growth,new curriculum reform underscores students-centered teaching.However,even with the long-time enforcement of new curriculum reform,some teachers especially student teachers confront with problems on presupposition and generation,the basic elements in classroom teaching.This study aims at providing some feasible suggestions for better presupposition and generation for student teachers by investigating the status quo of presupposition and generation in student teachers' classes and exploring factors causing unsatisfactory generation with the integration of specific teaching cases.Combining with qualitative and quantitative methods,on the one hand,the study takes twenty-five student teachers from four different middle schools in Wuhan and fifteen from two different middle schools in Guangzhou as participants.The status quo of the presupposition and generation in Junior Middle school English class given by student teachers is analyzed in the light of the questionnaire on the forty student teachers.On the other hand,the author selects twelve student teachers to have a participatory classroom observation or teaching video observation and one-by-one interview is conducted with all of them.According to the data collected,factors causing unsatisfactory generation are explored.Results reveal that firstly student teachers have more relatively-fixed presupposition but an insufficient situational presupposition.To be specific,student teachers lay more presupposition on the questions that will be proposed by them,the knowledge objectives and so on;and they draft less presuppositions like language for giving feedback,students' possible reactions and so on.Secondly,student teachers' generation of their presupposed teaching context reveals the shortage,simplification and fossilization of their presupposition on teaching context,which is also the main reason causing unsatisfactory presupposed generation.Thirdly,student teachers' pedagogical content knowledge is inadequate in handling students' unanticipated reactions.Also,it is the main reason for unsatisfactory impromptu generation.Lastly,student teachers are insensitive to the effects of their classroom generation,especially on the abstract parts like emotional objectives.This research can enrich the cognition of the status quo of presupposition and generation in Junior Middle School English class given by student teachers.Besides,it also enlightens student teachers on how to analyze the presupposition and generation by connecting with specific teaching behaviors.All in all,this study is instrumental and meaningful for student teachers and even novice teachers to have better presupposition and generation.Also,it could facilitate the improvement of student teachers'comprehensive quality,which could lay the foundation for their future career.