本文選題：工作過程 + 行動導向教學��； 參考：《湖南師范大學》2014年碩士論文

【摘要】：近年來,國家教育部提出職業(yè)教育的根本目的是使學生畢業(yè)后具備能勝任工作崗位的職業(yè)能力,因此近年來高職院校的教學改革都在圍繞“如何使學生學習后能夠勝真正目標崗位工作”來進行課程設(shè)計。導游英語課程是一門以綜合應用能力為基礎(chǔ)的技能培養(yǎng)課程,課程目標是使學生熟練掌握英語導游工作崗位相關(guān)英語知識,具備導游英語靈活運用能力,具備英語導游所需的綜合職業(yè)能力。但是傳統(tǒng)的導游英語課程內(nèi)容和教學方式只偏重語言知識的教授,忽略了學生能力和綜合素質(zhì)的培養(yǎng)。因此本研究運用基于工作過程的課程開發(fā)理念對傳統(tǒng)的導游英語課程內(nèi)容進行改革,運用行動導向教學對傳統(tǒng)的課堂教學模式進行改革并通過對比教學實驗檢驗教學改革效果,對促進導游英語課程教學改革有一定現(xiàn)實意義。 本文從研究國內(nèi)外基于工作過程理論相關(guān)文獻著手,基于工作過程課程開發(fā)理念開發(fā)基于工作過程的《導游英語》課程內(nèi)容,設(shè)計行動導向教學模型。之后選取經(jīng)T檢驗后相關(guān)前續(xù)課程、英語應用能力、人數(shù)和性別比例四方面均無明顯差別的兩平行班作為實驗班和對比班開展對比教學實驗,實驗班采用基于工作過程開發(fā)的教學內(nèi)容實施行動導向教學,對比班采用以語言知識為主的傳統(tǒng)教學內(nèi)容實施傳統(tǒng)講授式教學。教學實驗后獲取兩個班理論知識考核、語言運用能力測試和問卷調(diào)查三方面數(shù)據(jù),運用SPSS19.0統(tǒng)計軟件對數(shù)據(jù)進行差異分析對比兩個班的教學效果。通過實驗結(jié)果分析得出以下結(jié)論：基于工作過程的《導游英語》課程內(nèi)容及行動導向教學能有效提高學生的職業(yè)能力；基于工作過程的《導游英語》課程內(nèi)容及行動導向教學更能好的激發(fā)學生的學習興趣；行動導向教學在幫助學生掌握導游英語知識方面效果并不明顯。
[Abstract]:In recent years, the National Ministry of Education has put forward that the basic purpose of vocational education is to enable students to have the vocational ability to be competent to work after graduation. Therefore, in recent years, the teaching reform of higher vocational colleges is focusing on "how to make the students succeed in the real target post work" to carry on the curriculum design. Tour guide English course is a skill training course based on comprehensive applied ability. The aim of the course is to make students master English knowledge related to English tour guide position and have the ability to use English flexibly. Comprehensive professional skills required for English tour guides. However, the traditional English course contents and teaching methods only emphasize the teaching of language knowledge, neglecting the cultivation of students' ability and comprehensive quality. Therefore, this study uses the concept of course development based on the working process to reform the traditional curriculum content of English for tour guides, and applies action oriented teaching to reform the traditional classroom teaching model and tests the effect of teaching reform through comparative teaching experiments. It has certain practical significance to promote the reform of guide English course teaching. This paper begins with the study of relevant literature on the theory of work process at home and abroad, develops the curriculum content of guided tour English based on working process, and designs an action oriented teaching model based on the concept of work process curriculum development. Then, two parallel classes with no significant difference in English application ability, number and sex ratio were selected as the experimental class and the contrast class to carry out the contrastive teaching experiment. The experimental class adopts the teaching content based on the work process development to implement the action oriented teaching, while the contrast class adopts the traditional teaching content which is mainly based on the language knowledge to implement the traditional teaching. After the teaching experiment, the two classes' theoretical knowledge examination, the language application ability test and the questionnaire survey were obtained, and the data were analyzed and compared by using SPSS 19.0 statistical software to compare the teaching effect of the two classes. Through the analysis of the experimental results, the following conclusions are drawn: the course content and action oriented teaching based on the working process can effectively improve the students' vocational ability; The course content and action oriented teaching based on work process can stimulate students' interest in learning, and the effect of action oriented teaching is not obvious in helping students master guide English knowledge.
【學位授予單位】：湖南師范大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：H319.3;F590-4

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本文編號：2048151