本文選題：高職院校 + 整合式教學(xué)法�。� 參考：《山西師范大學(xué)》2014年碩士論文

【摘要】：隨著國際旅游業(yè)的發(fā)展，英語成為跨文化交際的通用語。旅游英語口語也凸顯出它的重要性。然而，國內(nèi)高職院校英語口語教學(xué)遇到了一些問題。通過在山西青年職業(yè)學(xué)院教授旅游英語口語課程的教學(xué)實踐中，作者發(fā)現(xiàn)以情景教學(xué)法為主的旅游英語口語課堂在提升學(xué)生旅游英語口語水平方面收效不顯著，而整合式教學(xué)法在課堂中的靈活應(yīng)用在提升學(xué)生旅游英語口語水平方面收效顯著。 本次實踐研究選取的研究對象是山西青年職業(yè)學(xué)院2012級旅游管理專業(yè)的28名學(xué)生和該校2013級旅游管理專業(yè)的23名學(xué)生。此外，山西青年職業(yè)學(xué)院旅游英語口語教師來小平副教授還以課堂觀察者的身份參與此次實驗。這樣選擇研究對象的原因在于：山西青年職業(yè)學(xué)院每年只招收一個旅游管理專業(yè)班級，且根據(jù)該專業(yè)的人才培養(yǎng)方案要求，旅游英語口語課程在第一學(xué)年第一學(xué)期開設(shè)，共32學(xué)時，因此作者將2012級旅游管理專業(yè)的28名學(xué)生作為參照對象，2013級旅游管理專業(yè)的23名學(xué)生作為實驗對象進(jìn)行課堂實踐。其目的在于加快高職院校英語口語教學(xué)改革的步伐，進(jìn)而提高和改善教學(xué)水平，使高職院校旅游英語口語教學(xué)取得長足進(jìn)步。通過實驗，，作者還試圖找出本次教學(xué)實踐的局限性及今后對整合式教學(xué)法的研究方向。 實踐研究過程中，作者分別對兩個班級的學(xué)生進(jìn)行旅游英語口語課程學(xué)習(xí)前問卷調(diào)查、學(xué)習(xí)后問卷調(diào)查、學(xué)習(xí)前測試及學(xué)習(xí)后測試。在課堂教學(xué)過程中，作者對2012級的學(xué)生以情景教學(xué)法為主，對2013級的學(xué)生使用整合式教學(xué)法。同時，作者還通過實驗前訪談和實驗后談的方式與山西青年職業(yè)學(xué)院旅游英語口語教師進(jìn)行交流。經(jīng)前測，兩個班級學(xué)生學(xué)習(xí)前英語口語水平相當(dāng)，本實踐研究結(jié)果有效。 實驗結(jié)束后，作者對所收集的51名學(xué)生及來老師的數(shù)據(jù)進(jìn)行了認(rèn)真分析。結(jié)果表明：與使用情景教學(xué)法為主相比，整合式教學(xué)在旅游英語口語課堂中的使用更能有效促進(jìn)高職院校學(xué)生旅游英語口語能力的提高。 當(dāng)然，本次整合式教學(xué)法也有其局限性。如：對整合式教學(xué)法的課堂實踐可擴大至更多的英語口語課程中；有條件的話，應(yīng)該選取更多的研究對象。對于整合式教學(xué)法的科學(xué)有效使用方面：口語教師應(yīng)該盡快提升其專業(yè)素養(yǎng)、激發(fā)教學(xué)熱情；高職院校應(yīng)積極培養(yǎng)雙師型教師隊伍。
[Abstract]:With the development of international tourism, English has become a common language in cross-cultural communication. Oral English for traveling also highlights its importance. However, there are some problems in oral English teaching in higher vocational colleges. Based on the teaching practice of teaching oral tourism English in Shanxi Youth Vocational College, the author finds that the situational teaching method is not effective in improving the students' oral English level. The flexible application of the integrated teaching method in the classroom can improve the students' oral English level. The subjects of this practical study are 28 students majoring in Tourism Management in Grade 2012 of Shanxi Youth Vocational College and 23 students majoring in Tourism Management in Grade 2013 of Shanxi Youth Vocational College. In addition, an associate professor of spoken tourism English from Shanxi Youth Vocational College participated as a classroom observer. The reason for choosing the study object is that Shanxi Youth Vocational College only enroll one class of tourism management major every year, and according to the talent training plan of this major, the oral English course of tourism English is offered in the first semester of the first academic year. There are 32 hours of study, so the author takes 28 students of Grade 2012 Tourism Management as reference objects and 23 students of Grade 2013 as experimental subjects to carry out classroom practice. The purpose is to speed up the reform of oral English teaching in higher vocational colleges, and then to improve the teaching level and make great progress in oral English teaching for tourism in higher vocational colleges. Through the experiment, the author also tries to find out the limitation of the teaching practice and the research direction of the integrated teaching method in the future. In the course of practical research, the author carries out pre-study questionnaire, post-study questionnaire, pre-study test and post-learning test for students in two classes. In the course of classroom teaching, the author mainly uses situational teaching method for 2012 students and integrative teaching method for 2013 students. At the same time, the author also communicates with the oral English teachers of Shanxi Youth Vocational College through interviews before and after the experiment. The pre-test shows that the two classes have the same level of oral English before learning, and the results of this practical study are effective. After the experiment, the data collected from 51 students and teachers were analyzed carefully. The results show that the use of integrated teaching in tourism spoken English classroom is more effective than using situational teaching method to improve the students' oral ability of tourism English in higher vocational colleges. Of course, the integrated teaching method also has its limitations. For example, the classroom practice of integrated teaching method can be extended to more spoken English courses. For the scientific and effective use of integrated teaching methods: oral teachers should improve their professional quality as soon as possible, stimulate teaching enthusiasm; higher vocational colleges should actively cultivate the contingent of double-qualified teachers.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：H319.3;F590-4

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本文編號：2036220