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高中英語(yǔ)教學(xué)中導(dǎo)學(xué)案的運(yùn)用分析論文
目 錄
摘 要
ABSTRACT
第一章 引言
1.1 研究背景
1.1.1 社會(huì)發(fā)展的要求
1.1.2 英語(yǔ)課程改革的要求
1.1.3 學(xué)校大班化教育機(jī)制的弊端
1.1.4 學(xué)校英語(yǔ)導(dǎo)學(xué)案教學(xué)的現(xiàn)狀
1.2 研究目的與意義
第二章 文獻(xiàn)綜述
2.1 導(dǎo)學(xué)案的概念
2.2 導(dǎo)學(xué)案編制的原則
2.3 國(guó)內(nèi)外關(guān)于導(dǎo)學(xué)案在高中英語(yǔ)教學(xué)中的應(yīng)用研究
2.3.1 國(guó)外研究現(xiàn)狀
2.3.2 國(guó)內(nèi)研究現(xiàn)狀
第三章 研究的理論基礎(chǔ)
3.1 建構(gòu)主義理論
3.2 最近發(fā)展區(qū)理論
3.3 學(xué)習(xí)金字塔理論
第四章 研究方法與設(shè)計(jì)
4.1 研究問(wèn)題
4.2 研究對(duì)象及時(shí)間
4.3 研究方法
4.3.1 文獻(xiàn)研究法
4.3.2 調(diào)查法
4.3.3 案例法
4.4 研究過(guò)程
4.4.1 學(xué)生問(wèn)卷前測(cè)
4.4.2 導(dǎo)學(xué)案在 Reading II 教學(xué)中的應(yīng)用
4.4.3 導(dǎo)學(xué)案在 Grammar 教學(xué)中的應(yīng)用
4.5 數(shù)據(jù)收集
第五章 結(jié)果分析與討論
5.1 前后測(cè)分析
5.2 問(wèn)卷調(diào)查數(shù)據(jù)分析
5.3 教師訪談?dòng)涗浄治?/p>
第六章 結(jié)論
6.1 研究發(fā)現(xiàn)
6.2 研究啟示
6.3 研究不足
6.4 研究展望
參考文獻(xiàn)
致 謝
摘 要
英語(yǔ)教學(xué)在國(guó)內(nèi)備受重視。英語(yǔ)學(xué)科不僅是中學(xué)階段學(xué)生的必修課，也是高考的必需科目。因此，有些老師為了追求高分?jǐn)?shù)而狠抓應(yīng)試教育，重語(yǔ)言知識(shí)的講解識(shí)記而輕語(yǔ)言的交流運(yùn)用功能。這種傳統(tǒng)的英語(yǔ)教學(xué)方式忽視了語(yǔ)言的交際交流功能，滿堂灌的現(xiàn)象屢見(jiàn)不鮮。能在考試中贏得高分，卻張口講不了英語(yǔ)的學(xué)生比比皆是。這種課堂模式過(guò)分強(qiáng)調(diào)了教師的指導(dǎo)作用而疏忽了學(xué)生學(xué)習(xí)的主動(dòng)性。教師不相信學(xué)生，不敢放手讓學(xué)生大膽地學(xué)和問(wèn)，因此也談不上對(duì)學(xué)生學(xué)習(xí)的興趣的培養(yǎng)。學(xué)生處在長(zhǎng)期的被動(dòng)學(xué)習(xí)中，除了背負(fù)沉重的學(xué)習(xí)壓力，體會(huì)不到學(xué)習(xí)的樂(lè)趣。久而久之，學(xué)生對(duì)英語(yǔ)學(xué)習(xí)失去興趣，從此造成英語(yǔ)成績(jī)低下。這顯然意味著英語(yǔ)教學(xué)要改革，英語(yǔ)教學(xué)真正的目的是能滿足社會(huì)發(fā)展的需要，創(chuàng)造社會(huì)有用的人才。
導(dǎo)學(xué)案教學(xué)方式是主要基于建構(gòu)主義理論的新型教學(xué)方式，這種方式旨在改變師生在教學(xué)過(guò)程中的角色，提倡教師少講甚至不講，倡導(dǎo)學(xué)生通過(guò)自學(xué)或合作學(xué)習(xí)的方式構(gòu)建新知，從而讓學(xué)生主動(dòng)學(xué)習(xí)，提高學(xué)生學(xué)習(xí)的興趣。
筆者學(xué)校自 2008 年以來(lái)也開(kāi)始嘗試使用導(dǎo)學(xué)案教學(xué)方式。但大多數(shù)時(shí)候老師們過(guò)分拘泥于導(dǎo)學(xué)案講課，把它當(dāng)成練習(xí)卷對(duì)待。講完之后，導(dǎo)學(xué)案僅充當(dāng)學(xué)生的筆記本，方便今后復(fù)習(xí)。因此，這種導(dǎo)學(xué)案教學(xué)既沒(méi)有提高教學(xué)效果，也沒(méi)有培養(yǎng)學(xué)生的學(xué)習(xí)興趣。為了解決這個(gè)問(wèn)題，筆者在英語(yǔ)教學(xué)中嘗試改進(jìn)對(duì)原有導(dǎo)學(xué)案的使用方式，設(shè)計(jì)課堂活動(dòng)，讓學(xué)生在活動(dòng)中學(xué)習(xí)，從而讓學(xué)生體驗(yàn)學(xué)習(xí)英語(yǔ)的樂(lè)趣。
該論文目的在于通過(guò)教學(xué)實(shí)驗(yàn)研究和調(diào)查問(wèn)卷來(lái)證明改進(jìn)導(dǎo)學(xué)案的使用方式有助于提高學(xué)生學(xué)習(xí)英語(yǔ)的興趣和加強(qiáng)學(xué)生對(duì)英語(yǔ)基礎(chǔ)知識(shí)（詞匯和語(yǔ)法）的應(yīng)用能力。該實(shí)驗(yàn)涉及兩個(gè)班（各 52 名學(xué)生），實(shí)驗(yàn)為期近半年，實(shí)驗(yàn)期間筆者使用了多種實(shí)驗(yàn)工具，如調(diào)查問(wèn)卷、案例法、訪談法和前測(cè)、后測(cè)等。
實(shí)驗(yàn)后對(duì)研究數(shù)據(jù)進(jìn)行定量和定性的分析，研究數(shù)據(jù)主要采自前后兩次調(diào)查問(wèn)卷、測(cè)試成績(jī)、訪談?dòng)涗浀�。最后，本�?shí)驗(yàn)得出以下結(jié)論：1、實(shí)驗(yàn)班學(xué)生在訓(xùn)練后英語(yǔ)基礎(chǔ)知識(shí)的成績(jī)與控制班沒(méi)有明顯的差異，但平均成績(jī)略高于控制班，并且與自身在實(shí)驗(yàn)前的英語(yǔ)基礎(chǔ)知識(shí)成績(jī)相比有比較明顯的進(jìn)步。2、訓(xùn)練后，問(wèn)卷顯示實(shí)驗(yàn)班的學(xué)生對(duì)于英語(yǔ)學(xué)習(xí)的興趣和主動(dòng)性明顯增加。3、參與實(shí)驗(yàn)的其他老師肯定了導(dǎo)學(xué)案教學(xué)模式的可行性，轉(zhuǎn)變了教學(xué)觀念。
綜合以上結(jié)論可以得出，在高中英語(yǔ)教學(xué)中改進(jìn)導(dǎo)學(xué)案使用的教學(xué)模式，不僅可以激發(fā)學(xué)生的學(xué)習(xí)興趣，而且還能提高教師的教學(xué)積極性。因此，這不僅是英語(yǔ)教學(xué)過(guò)程中師生雙贏的有效機(jī)制，同時(shí)也是提高英語(yǔ)課堂教學(xué)效果的新途徑。
關(guān)鍵詞： 導(dǎo)學(xué)案， 課堂活動(dòng)， 教學(xué)模式， 高中英語(yǔ)
Abstract
English teaching is of great importance in our country, which has attracted much attention.
Not only is English a compulsory subject for middle school students, but it is also a requiredsubject for the college entrance examinations. The truth is that, to get high marks in exams, someEnglish teachers stress the language points instead of the application of the language. Thistraditional English teaching model is teacher-centered, which neglects the linguisticcommunicative function. It is not uncommon that many students who can achieve high grades inEnglish exams cannot speak fluent English. This teaching method overvalues the teacher's roleand neglects the activeness of students. Teachers, who don't trust their students, are afraid to givethem much freedom to study by themselves, let alone develop the students' interest in English.
Students are always passive learners, who think of their study as nothing but a heavy burden.
Gradually, they will lose interest in English and they may fail in English. Clearly, this teachingmethod is to be improved to meet the needs of the future society and to cultivate more capabletalents.
The guided learning plan teaching, mainly based on the Constructivism Theory, is a newteaching model, which is designed to transform the roles of teachers and students. In class,teachers should guide as little as possible, while the students should acquire the new knowledgeby way of self-study or co-operation. Thus, the students are active learners in class, which helpsthem develop an interest in English study.
Since 2008 the author's school has been trying this method in English teaching, but most ofthe time the learning plan is used by teachers as an examination paper. And after class, the paperfunctions as a notebook for students' future revision. Therefore, this teaching method neitherimproves teaching efficiency nor develops the students' interest. To solve the problem, the authortries to improve the guided learning plan teaching in senior high school English teaching by wayof designing classroom activities. The new model aims to have students learn by involvingthemselves in classroom activities, thus making the students feel the pleasure of leaning English.
By means of doing questionnaires and a teaching experiment, this thesis is intended toprove that improving the model of guided learning plan in senior school English teaching canarouse the students' interest in learning English and improve their ability in basic English likevocabulary and grammar. The subjects involved in this experiment were 52 students from twoclasses in Senior Two. The experiment lasted for a term or six months, during which, manyinstruments were used such as questionnaires, case study, interviews, pre-test and post-test.
Through careful collection and analysis, we can see that: 1） There is no significantdifference between the two classes in terms of the marks of English basic knowledge aftertraining. However, by average score the experimental class is a bit higher than the control one.
And the experimental class shows a significant progress compared to itself before training. 2）After training, the questionnaire shows the experimental class students have more interest in andtake a more active part in learning English. 3） Those teachers who are involved in the experimenthave changed their teaching concept, thinking that it is an effective method.
In conclusion, an improved application of the guided learning plan can arouse students'interest in learning English and raise teachers' activeness in teaching English as well. Therefore,can't it be regarded as an effective mechanism which benefits both teachers and students in theprocess of education? What's more, it is a new approach to increasing English teachingefficiency.
Key words: guided learning plan, classroom activities, teaching model, senior high schoolEnglish
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