论文Word文档下载推荐.docx
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论文Word文档下载推荐.docx
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学位论文原创性声明
本人所提交的学位论文《初中英语有效教学的研究》,是在导师的指导下,独立进行研究工作所取得的原创性成果。
除文中已经注明引用的内容外,本论文不包含任何其他个人或集体已经发表或撰写过的研究成果。
本声明的法律后果由本人承担。
论文作者(签名):
指导教师确认(签名):
年月日年月日
学位论文版权使用授权书
本学位论文作者完全了解河北师范大学汇华学院有权保留并向国家有关部门或机构送交学位论文的复印件和磁盘,允许论文被查阅和借阅。
本人授权河北师范大学汇华学院可以将学位论文的全部或部分内容编入有关数据库进行检索,可以采用影印、缩印或其它复制手段保存、汇编学位论文。
(保密的学位论文在年解密后适用本授权书)
指导教师(签名):
河北师范大学汇华学院本科毕业论文(设计)任务书
编号:
2014230401250
论文(设计)题目:
初中英语有效教学的研究
学部:
外语学部专业:
英语班级:
2010级6班
学生姓名:
刘娜学号:
2010512268指导教师:
魏慧哲职称:
讲师
1、论文(设计)研究目标及主要任务
目前初中英语课堂中存在着低效甚至无效问题,有效教学没有得到应有的体现。
要接缺这些问题需要我们的英语教师了解并掌握有效教学的理念,构建优质高效课堂教学,建设科学的课堂文化,提高教学的有效性。
2、论文(设计)的主要内容
本论文旨在发现目前初中英语课堂中存在的低效甚至无效问题,并提出了构建初中英语有效课堂教学的策略,以期为当前初中英语课堂教学的有消化提供实践和理论借鉴和思考,实现初中英语有效教学。
3、论文(设计)的基础条件及研究路线
网上资源整理和图书馆借阅。
以学生的心里学习特点为标准,制定出每一位学生的学习计划。
4、主要参考文献
Koppi.A.J.EffectiveTeachingandLearninginaHigh-techEnvironment[J].InnovationinEducationandTrainingInternational,1997
陈厚德.《基础教育新概念有效教学》[M].北京:
教育科学出版社,2000.
程红,张天宝.《论教学的有效性及其提高策略》[M].北京:
中国教育出版,1998
姚利民.《有效教学涵义初探》[J].现代大学教育,2004
5、计划进度
阶段
起止日期
1
文献调研、提交论文提纲等
12月2日—12月27日
2
论文初稿写作
12月30日—3月28日
3
论文二搞写作
3月31日—4月25日
4
修改论文并定稿
4月28日—5月10日
5
论文评议,答辩评定
5月19日—5月30日
指导教师:
年月日
教研室主任:
河北师范大学汇华学院本科生毕业论文(设计)开题报告书
外语学部英语专业2014届
学生
姓名
论文(设计)题目
初中英语有效教学的研究
指导
教师
专业
职称
讲师
所属教研室
英语基础
研究方向
英语教学法
课题论证:
在打造高效英语课堂、实现有效英语教学中,教师发挥着核心作用。
要解决这些问题需要我们的英语教师了解并掌握有效教学的理念,并在英语教学中实施有效教学的策略,提高教学效果。
所以,开展初中英语有效教学的研究能够帮助教师高效的利用课堂教学时间,培养学生各方面的综合能力,促进学生的进步和发展。
方案设计:
本论文分为六部分:
第一部分引言;
第二部分初中英语有效教学内涵理解;
第三部分国内外有效教学研究现状;
第四部分初中英语有效教学存在的问题;
第五部分初中英语有效教学策略;
第六部分结语
进度计划:
12月2日—12月20日进行调研文献,提交论文提纲;
12月30日—3月28日论文初稿写作;
3月31日—4月25日论文二稿写作;
4月28日—5月10日修改论文并定稿;
5月19日—5月30日论文评议,答辩评定
指导教师意见:
指导教师签名:
年月日
教研室意见:
教研室主任签名:
河北师范大学汇华学院本科生毕业论文(设计)文献综述
Theconceptofeffectiveteachingoriginatedfromthe20thcentury.Ithasbeenoneofthefocusesofteachingresearches,moreandmoreeducationalworkers,includinginstructorsandresearchersatalllevelsandfront-lineteachershavefocusedoneffectiveteaching,maketheeffectiveclassroomteachingbecomeoneoftheimportantgoalofeducationalreformtoday.Therehasnotbeenaunifiedpointofviewontheconceptofeffectiveteaching.Throughoutthepointofviewondomesticandforeignscholars,therearstwokindsofdefinitionofeffectiveteaching.Oneisfromtherelationbetweenteachinginputandteachingoutput.Thiskindofdefinitionmainlyinclude:
effectiveteachingmeanstohavethebestresultofteachinginacertainteachinginvestmentliketime,energy,effort,whichishighlyeffectiveteaching(Yao,2001);
Effectiveteachingreferstoobtainteachingeffectasmuchaspossiblewithlessteachinginvestment,soastorealizetheteachinggoal,meetthedemandofsocialandpersonaleducation(Cheng,1998).Anotherdefinitionfromthelearninganddevelopmentofstudents,asthestartingpointofeffectiveteaching,somescholarsthink:
effectiveteachingistheeffectivenessthroughteachingprocess,inaccordancewithteachingrule,succeededinmaintainingandpromotingthestudents’learning,toachievetheexpectedteachingeffectively(Yao,2004).Butsomeotherscholarsholdthateffectiveteachingcaninspirestudent’sstudydesire,promotestudentstopositivelymasterknowledgeandteamwork,andtheestablishmentoflifelonglearningattitudeofteachingandlearning(Koppi,1997).
Thetheoryandpracticeofeffectiveteachingindomestichasacertainfoundation.Accesstotherelevantdocumentation,youcanfindthattheresearchoneffectiveteachingismainlydistributedinChinainthe1990s.ChenQi,LiuRudeeditorofContemporaryEducationalPsychology,(BeijingNormalUniversityPress,1997),dedicatesachapteroneffectiveteaching,thisisthefirstdiscussionofeffectiveteaching.
ZhangLu.DiscussionsontheStandardsofEffectiveTeaching(educationtheoryandpractice,2000),theeffectiveteachinginclassroomisdividedintotwodimensions,basicandexpansibility,fromtheteachingstandard,teachingcontentandteachingmethod,andintroducesastudyofeffectiveteachingstandard.
“Effectiveteaching”isaessentialpursuitofteachingactivities,Comeniusfromconsideringeffectiveteachingandputforward“classteachingscale”.Itachievesthepurposethatateachercanteachmanystudentsatthesametime.Dewey(Dewey,J.,1930)from“peopleproblems”,“educationandlife”perspectivetoconsiderthewayofeffectiveteachingway,proposed“educationislife”,“educationisgrowth”,“educationistheexperienceoftransformation”,whichdevelopedwayofteachingandstudywaytocorrectthetraditionaleducationinthepopularteachingmethods,whichitshowsitscharminthecurrentnewcurriculumreform.
AccordingtheEnglishcurriculumstandard,weanseethattheoverallgoalofteachinginjuniormiddleschoolEnglishistocultivatestudents’comprehensiveabilityofusinglanguage,andtheformationofthisabilityisbasedonthestudent'
slanguageskills,languageknowledge,emotionalattitude,learningstrategiesandculturalawareness.Languageknowledgeandlanguageskillsarethefoundationofcomprehensivelanguageapplicationability,Emotionalattitudeistheimportantfactorthataffectsstudents'
learninganddevelopment;
Learningstrategyistoimprovethelearningefficiency,ensurethedevelopmentofautonomouslearningability;
Culturalconsciousnessisaguaranteetouselanguageproperly.Thesefiveaspectsjointlypromotetheformationofstudents'
comprehensivelanguageability.ThenwecanapplythenewEnglishcurriculumstandardsformiddleschoolgraduationofjuniormiddleschoolshouldachievetheprovisionsofspecificteachinggoal:
havestrongerEnglishlearningmotivationandtheactivelearningattitude;
Understandtheteachers’presentationandparticipateindiscussionsaboutfamiliartopics;
Energyonavarietyoftopicsofeverydaylifeandtoexchangeinformationwithotherstopresenttheirviews;
Beabletoreadsimplebooksandnewspapers,magazinesthatgrade7to9studentsread;
Canuseappropriatereadingstrategiesaccordingtothereadingpurpose;
Accordingtoclew,draftedandmodifiedsmallcomposition;
Tocooperatewithothers,solvetheproblemandreporttheresults,;
Toevaluatetheirownlearning,andsummarizesstudymethods;
Touseavarietyofeducationresourcesforlearning,furtherenhancetheunderstandingofculturaldifferences.Throughthisanalysis,wecanseethatthepracticeofEnglishnewcurriculumstandardandtheEnglishsyllabusprescribed“masterthebasicknowledgeandskillsoflanguage”asthemaingoalofEnglishteachingoffundamentaldifference.TheoldsyllabusarebasedonknowledgeofEnglishastheteachingtargetview,theaimofEnglishteachingareonlyfocusonknowledgeandskills,cannotpromotetheprogressanddevelopmentofallstudents.Andthedeterminationofthenewcurriculumstandardenhancetothecultivationofthestudents’overallquality,theaimofEnglishteachingistomakestudentsnotonlyhavestrongabilityofEnglishlanguage,andhaveautonomouslearningabilityandgoodpersonalitycharacter,whichlayagoodfoundationforlifelonglearninganddevelopment,highlightingtheeducationaldevelopmentofstudents’thought.
Underthenewcurriculumconcept,teachingismoreeffectivetoweightbyEnglishteachersinjuniormiddleschool.Teacher’steachingbehaviorandthestudents’learningstylesaswellasthestatusofteachersandstudentsintheclassroomwillbelargerchangesaccordingly.Butinalotofachievements,it’shardtoavoidsomeproblems.CombinedwiththefeaturesofeffectiveteachinginjuniormiddleschoolEnglish,foundtheformerEnglishteachinghasproblems:
differentlanguageproficiencybyteachers;
thesubjectivityofthestudents;
Improperuseofthemultimediaandsoon.
Therealizationofeffectiveteachingisnotonlythebasisofeducationcurriculumreform,itistheteachers’urgentneedfortheheart.Thistopicresearchishelpfultopromotetheimplementationofcurriculumreform,toperfectthenewcurriculumstandardhasimportanttheoreticalsignificanceandpracticalvalue.Throughthestudyofthissubject,thecurrentunderstandingoftheclassroomteaching,especiallythecurrentstatusofEnglishteaching,exploringproblemsofteachinginjuniormiddleschoolEnglishandreasonsfortheseproblems,tocarryondeeplyanalysisofit,whichishelpfultoinspiretherationalthinkingandthecorrectevaluationofthepeopleofthisphenomenon.Andwiththedomesticandforeignresearchresultsandanempiricalstudyonthestrategiesofeffectiveteachinginclass,forthemajorityofEnglisheducationworkerstoprovidearealistictheoreticalguidanceandpracticalbasisforimplementingthenewcurriculumreform.Ithelpsthemunderstandthenewcurriculumstandardtoformthecorrectteachingidea.Whatismore,thestudybasedontheadvancedtheoryandpracticalexperience,notonlyenrichtheclassroomteachingtheory,ensuringthesmoothimplementationofnewcurriculum,butalsoitcanpromotetotransformeffectiveclassroomteachingfromtheorytopractice,toreducetheteacher’sheavyteachingtask,soastopromotethehealthyandthesustainabledevelopmentofjunior-middle-schoolEnglishteaching.Inaddition,theeffectiveclassroomteachingisthecommongoalofthebasicsubjectteaching,throughresearchingonstrategiesofeffectiveteachinginjunior-middle-schoolEnglishclassroom,tosomeextent,itcanprovidepositivesignificanceforeffectiveteachingofothersubjectsinclassroom.Finally,thistopicresearchishelpfultosortouttheconceptofeffectiveteaching.Fromtheresearchresu
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