任毓的论文1209.docx
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任毓的论文1209.docx
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任毓的论文1209
分类号:
学校代码:
10165
密级:
学号:
20121108J
教育硕士专业学位论文
情境教学法应用于初中英语语法课堂的实验研究
AnExperimentalStudyofSituationalTeachingMethodinEnglishGrammarTeachinginaJuniorHighSchool
作者姓名:
专业方向:
学科教学(英语)
导师姓名:
2014年11月
AnExperimentalStudyofSituationalTeachingMethodinEnglishGrammarTeachinginaJuniorHighSchool
AThesisSubmittedinPartial
FulfillmentoftheRequirements
FortheDegreeof
MASTEROFARTS
SchoolofForeignLanguages
LIAONINGNORMALUNIVERSITY
2014
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摘要
情境教学法已成为现代教学法中最为流行、最有实效的方法之一。
当然,在英语教学中,情境教学法更是有着举足轻重的作用。
在授课过程中以教学内容为主线,并加之合理的创设情境展开教学,这样既可以激发学生学习英语的热情、让学生的情感通过每一节课的学习得到升华,又可以增加课堂上师生的互动,同时也就自然而然的到达了提高英语学习效率的目的。
国内外对情景教学法的研究一直在进行但把情境教学法用于初中语法课堂的研究较少。
而语法又是英语学习的重要组成部分,对能否流利准确的使用英语起着至关重要的作用。
因此,本文针对英语教学中关于情境创设存在的一些问题以及如何创设情境、如何有效使用情境教学激发学生学习英语语法的兴趣的方法进行了思考,并提出了一些个人的观点。
另一方面作者把构建主义理论作为主要理论依据,通过对当前初中英语语法教学现状的分析,联系当前学生的特点和学情,探讨是否应该在初中英语课堂的语法教学中运用情境教学法。
这篇论文的研究对象是鞍山市某中学八年级两个班的学生,其中一个班为对照班,另一个班为实验班。
对照班采用传统英语语法教学法,而实验班则采用情境教学法。
实验结果表明:
与传统的初中课堂教学相比,在英语课堂教学中,教师可以通过利用实物教具、故事、游戏、多媒体等手段和其他教学资源,有目的有针对性的创设出真实的情景和生动的语境,同样可以全身心地调动学生参与课堂的积极性并使学生的情感通过课堂教学达到升华和谐的师生关系,活跃的课堂气氛,更有助于增强学生学习英语语法的兴趣,也可以推动学生开展探究式学习;
本论文由五章组成,第一章主要阐述了论文研究的目的、背景、研究的问题和研究对象,以及对现今教学的意义,并介绍了论文的结构。
第二章是文献综述,详细介绍了情境教学法的概念以及理论、情景教学法在英语语法教学中的优势以及语法教学的研究现状。
第三章介绍了本文研究的问题、实验对象、实验工具及实验的过程。
第四章是对实验结果进行分析和陈述。
第五章是本文得出的结论部分。
关键词:
情境教学法;初中英语语法教学;课堂教学
AnExperimentalStudyofSituationalTeachingMethodinEnglishGrammarClassinaJuniorHighHchool
Abstract
SituationalTeachingMethodhasbecomeoneofthemostpopular,themosteffectivewaysofmodernpedagogy.Certainly,inteachingEnglish,SituationalTeachingMethodwouldholdthebalance.TheproperuseofSMinEnglishteachingcanstimulatestudents"interestinEnglishlearning,arousestudents'positiveemotionalresponse,andfurtherstudents’desiretotakepartinteachingandlearningactivities,inordertoachieveeffectivenessandefficiencyinEnglishlanguageteachingandlearning.Theresearchofthesituationalteachingmethodathomeandabroadhasbeenconducting.Butthesituationalteachingmethodtothestudyofjuniormiddleschoolgrammarclassisless.ThegrammarisanimportantpartinEnglishlearning.Whethertheuseofitisfluentandaccurateornotplaysanimportantrole.
TheauthorthoughtaboutsomeproblemsinthecreationofsituationofEnglishteaching,andhowtocreatesituations,andhowtoeffectivelyusethesituationalteachingtostimulatestudents’interestinlearningEnglishmethods.Atlast,Iproposedsomepersonalviews.Ontheotherhand,basedontheconstructivismofEnglishclassroomteachingofjuniorhighschool,thepaperdirectsatfindingoutifSMisappropriateforthegrammarteachingandlearningatjuniorhighschool.
Thesubjectsinthisresearcharejuniorhighstudentsfromtwoclasses.Oneofthetwoclassesistakenasthecontrolclassandtheotherclassisregardedastheexperimentalclass.Cooperativelearningisonlyusedintheexperimentalclass.
TheresultsofthisstudyshowthatcomparedwithtraditionalEnglishteachingmethod,injuniorhigh,teachersshouldbegoodatusingsomeeffectivewaysandresourcesdesignrealsituationsandlivelyenvironmentnotonlytomakestudentsinterestedinEnglishlanguagelearningbutalsoarousestudents’enthusiasmandemotionfactors.Alsoitcanimprovejuniorhighschoolstudents’ability,helpstudentsinjuniorhighschooltotrainpositiveattitudetoEnglishlearningbutalsoimprovetheirself-confidenceandsocialskillsintheprocessofEnglishlanguagelearning.
Thethesisismadeupoffivechapters.Thefirstchaptergivesabriefdescriptionoftheaim,thebackgroundandthesignificanceofthemeaningofthispaper,researchquestionsandorganizationofthethesis.ThesecondchapterpresentssometheoriesrelatedtothecooperativelearningandthecurrentsituationofEnglishreadingteachinginruraljuniorhighschool.Thethirdchaptergivesdetailedinformationaboutresearchquestions,researchinstruments,researchsubjectsandresearchprocedures.Thefourthchapterisabouttheanalysisoftheresults,includingpresenting,discussingthedata.Theconclusionofthestudyisthelastchapter.
Keywords:
classroomteaching,situationalmethod,grammarteachingmethodinjuniorhigh.
Contents
摘要I
AbstractII
ContentsIV
1Introduction1
1.1TheMotivationofThisResearch1
1.1.1TheNewCurriculumReformationRequirestheTeachersShouldChangeTeachingMethodsContinually1
1.1.2TheLackofthisStudyintheLiterature2
1.2TheSignificanceofThisStudy3
1.3TheIntroductionofthePaper’sStructure4
2LiteratureReview5
2.1SomeStudiesRelatedtoSituationalMethod5
2.1.1TheStudyoftheSituationalTeachingMethodAbroad5
2.1.2TheStudyofSituationalTeachingMethodinChina6
2.2LookBackonSomeTraditionalTeachingMethods8
2.2.1Audio-lingualMethod8
2.2.2Grammar-TranslationMethod9
2.2.3DirectMethod9
2.3ReviewingSituationalMethod10
2.3.1TheDevelopmentHistoryofSituationalMethod10
2.3.2TheDefinitionofSituationalMethod11
2.3.3TheFeaturesoftheSituationalMethod12
2.4TheoreticalFoundation14
2.5TheApplicationoftheSituationalMethodinEnglishTeaching16
2.5.1CreatingPleasantClassroomAtmosphereforEnglishLearning17
2.5.2ApplyingModernMultimediatoEnglishClassroomTeaching18
2.5.3OrganizingInterestingActivitiesintheClassroom19
2.6ProblemsinthecreationofEnglishteachingsituation19
3Methodology21
3.1ResearchQuestions21
3.2Subjects22
3.3Instruments22
3.3.1Pre-testandpost-test22
3.3.2Questionnaires23
3.4ResearchProcedure23
3.4.1ControlClass24
3.4.2ExperimentalClass24
4DataAnalysisandDiscussionofFindings25
4.1DataAnalysis25
4.1.1DataAnalysisandDiscussionofpre-questionnaire25
4.1.2DataAnalysisandDiscussionofpost-questionnaire27
4.1.3DataAnalysisofthePre-test30
4.1.4DataAnalysisofthePost-test31
4.2TheComparisonofthePre-testandthePost-test33
5Conclusion34
5.1MainFindings34
5.2PedagogicalImplications34
5.3LimitationoftheStudy35
References37
AppendixAPre-testonEnglishgrammarofGradeeight39
AppendixBPost-testonEnglishgrammarofGradeeight41
AppendixCPre-Questionnaire43
AppendixDPost-Questionnaire45
Acknowledgments46
1Introduction
Educationteachingisthefoundationofacountry.Thetraditionalteachingmodeoftenmakesstudentsfeelboringanddifficulttounderstand.AndnowEnglishcoursestandardregulates:
“tomakestudentstakeenoughinterestinlearningEnglish,makestudentshavemoreconfidence,formgoodlearninghabitsandgeteffectivelearningformsandstrategies,traintheirautonomouslearningabilityanddevelopthecooperationspirit;makestudentsbeabletograspsomebasicknowledgeofEnglishlikelistening,speaking,readingandwritingandsoon.Laterincanformacertaincomprehensivelanguageusingability,andcultivatethestudents'observation,memory,thinking,imaginationandinnovationspirit...”
Teachingisacommunicativeactivitybetweenteachersandstudents.Asacommunicativelanguage,theusevalueofEnglishishigherandhigher.AndhowcanmakelearnerstograspthetruemeaningoflearningEnglishdependsonhowteacherschooseeffectiveteachingmethodsinEnglishclassroom.Inordertoreformthetraditionalteachingmode,buildacommunicativeEnglishlearningatmosphereforthestudentsandcultivatestudents’abilitytodaretospeak,begoodatspeaking.ThereisanewteachingmodeinEnglishgrammarteaching.
Thispartservesasanintroductiontothewholepaper.Thesignificanceandmotivationoftheresearchismentionedinthischapter.Thechapteralsointroducesthestructureofthepaper.
1.1TheMotivationofThisResearch
NowadaysthemotivationoftheresearchisabouttotestwhethertheuseoftheSituationalMethodinEnglishlanguageteachingandlearningofthejuniorhighisrealizableandpracticalinjuniorhighandimprovestudents'practicalabilityofEnglishlearning,anditisalsoabouttoexplorewhattheteachershouldpaymoreattentiontowhenweusethismethod.
1.1.1TheNewCurriculumReformationRequirestheTeachersShouldChangeTeachingMethodsContinually
SincetenyearsagowiththepublicationandapplicationoftheNewEnglishCurriculumStandard(2001),theEnglishteachingandlearninginChina’ssecondaryeducationhaveexperiencedagreatchange.Thatstandardhascomeupwithmanynewideas.TheseideascanbeusedbytheteacherstochangetheteachingmethodsintheirEnglishclassroomteachingandthestudentscanusethemtochangetheirlearningmethodsinordertoimprovetheirEnglishandgetgoodmarksintheexams.Forinstance,themainaimofforeignlanguageteachingistomakestudentsdevelopthepracticalabilitiessothatheycanimprovetheirEnglish.Theycanalsomaketheiremotionbesublimatedinourdailylife.Thatcanmakethemotivationofteachingaforeignlanguagechangedfromknowledgetoability.Withtheadjustmentofthemotivationforlanguageteaching,thenewstandardalsoadvocatesstudentsshouldexploreanddevelopthestudents’emotion.Theteachersshouldtrytomakestudentsjoinintheclassroomactivitiesactively.Andtheyshouldalsotrytomaketheclassstudent-centered.
Thereissobigachange
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