本文關(guān)鍵詞：導(dǎo)學(xué)案教學(xué)模式在農(nóng)村初中英語教學(xué)中的實(shí)證研究　出處：《渤海大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：2011年教育部頒布的《英語課程標(biāo)準(zhǔn)》中提出“"鼓勵學(xué)生在教師的指導(dǎo)下,發(fā)現(xiàn)語言規(guī)律,逐步掌握語言知識和技能,形成有效的學(xué)習(xí)策略,培養(yǎng)和發(fā)展學(xué)生的自主學(xué)習(xí)能力,這也是培養(yǎng)學(xué)生終身學(xué)習(xí)能力的需要�！蹦敲慈绾渭ぐl(fā)學(xué)生的學(xué)習(xí)自主性,將課堂還給學(xué)生,讓學(xué)生成為課堂的真正主人是英語教學(xué)中最重要的部分。導(dǎo)學(xué)案教學(xué)法不僅關(guān)注教師的引導(dǎo)和輔導(dǎo),還重視學(xué)生的學(xué)習(xí)自主性的培養(yǎng),讓學(xué)生養(yǎng)成愛學(xué)習(xí)、會學(xué)習(xí)的好習(xí)慣,最終達(dá)到學(xué)會的教學(xué)目的。目前,很多農(nóng)村中學(xué)的英語教學(xué)工作仍然以傳統(tǒng)的教師為中心,語法翻譯法為主的教學(xué)方法。教師嚴(yán)格控制課堂,學(xué)生只是被動接受老師傳授給他們的知識,基本沒有鍛煉英語交際能力的教學(xué)活動,從而,學(xué)生們也就很少有機(jī)會真正地用英語進(jìn)行交流,更不用講用英語表達(dá)自己的思想。導(dǎo)學(xué)案是以學(xué)生為中心,在倡導(dǎo)自主學(xué)習(xí)教育思想的指導(dǎo)下,由教師根據(jù)教學(xué)任務(wù)、學(xué)生的能力水平、學(xué)習(xí)特點(diǎn)及興趣愛好等設(shè)計(jì)的培養(yǎng)創(chuàng)新意識、培養(yǎng)學(xué)習(xí)自主性的供學(xué)生在課前、課中及課后學(xué)習(xí)過程中使用的學(xué)習(xí)方案。通過使用導(dǎo)學(xué)案,教師的教學(xué)將以課前引導(dǎo)和課中指導(dǎo)為主,在課前引導(dǎo)學(xué)生自主預(yù)習(xí),了解主要知識脈絡(luò),然后在課堂中指導(dǎo)學(xué)生對所學(xué)知識進(jìn)行深層次的講解和剖析,使學(xué)生更加積極、主動地參與到學(xué)習(xí)過程中,使得課堂教學(xué)更高效,學(xué)生學(xué)習(xí)效果更好。在本研究中,導(dǎo)學(xué)案教學(xué)模式被應(yīng)用于英語教學(xué)來證明其在英語教學(xué)中的有效性。具體涉及三個問題:1.與傳統(tǒng)教學(xué)方法相比,導(dǎo)學(xué)案教學(xué)模式能提高學(xué)生英語學(xué)習(xí)的自主性嗎?2.與傳統(tǒng)教學(xué)方法相比,導(dǎo)案教學(xué)模式能有效地提高學(xué)生的英語水平嗎?3.農(nóng)村初中教師和學(xué)生對于導(dǎo)學(xué)案教學(xué)模式的反饋是什么?本研究通過實(shí)驗(yàn)對比的方法,具體分析了導(dǎo)學(xué)案教學(xué)模式在農(nóng)村初中英語教學(xué)中應(yīng)用的可行性以及具體方法。實(shí)驗(yàn)的時(shí)間是2014年9月至2015年1月。本實(shí)驗(yàn)的受試者是遼寧省朝陽市孫家灣鄉(xiāng)第二十三中學(xué)八年級1班和2班的學(xué)生,共82名。兩個班同學(xué)的成績相差甚微,使用同樣的英語教材以及練習(xí)冊。另外,上課時(shí)間相同,且由同一位英語老師授課。不同之處在于,實(shí)驗(yàn)班采用的是導(dǎo)學(xué)案教學(xué)模式,而控制班采用的是傳統(tǒng)教學(xué)模式。實(shí)驗(yàn)結(jié)果表明,在農(nóng)村初中英語教學(xué)中,通過使用學(xué)案能夠提高學(xué)生的英語學(xué)習(xí)自主性,提高他們的英語成績,同時(shí)也表明,導(dǎo)學(xué)案教學(xué)模式應(yīng)用于英語教學(xué)不僅能夠幫助學(xué)生養(yǎng)成自主學(xué)習(xí)的好習(xí)慣,也提高了他們的英語水平且多數(shù)學(xué)生和教師認(rèn)為導(dǎo)學(xué)案教學(xué)模式更有效。
[Abstract]:In 2011 the Ministry of Education issued the English curriculum standard "proposed" > "encourage students under the guidance of teachers, to find the law of language, and gradually master the language knowledge and skills, to form effective learning strategies, training and development of students' autonomous learning ability, which is to cultivate students' Lifelong Learning ability. So how to" learning autonomy students, the students returned to the classroom, let the students become masters of the classroom is the most important part in English learning and teaching. Teaching case teaching method not only pay attention to the teacher's guidance and counselling, but also pay attention to students' learning autonomy training, to enable students to develop good habits will love learning, learning, and ultimately achieve the society of teaching objective. At present, many rural middle school English teaching is still in the traditional teacher centered, grammar translation teaching method mainly. Teachers strictly control the classroom, the students are passive. By the teacher to teach them the basic knowledge, not exercise the ability of communication in English teaching activities, so that students would have little chance to communicate in English really, not to speak in English to express their ideas. The guiding case is student-centered, in advocating self-study Education under the guidance by the teacher according to the task of teaching, students' ability, learning characteristics and interest design development innovation consciousness, autonomy training for students to learn in class, learning programs using the class and class in the learning process. Through the use of the guiding case, teachers will be guided by the guide and lessons before class. Guide the students to preview before class, to understand the context of knowledge, and guide students to learn the knowledge of the deep explanation and analysis in the classroom, make students more active, actively participate in the learning process, Make the classroom teaching more efficient students better learning effect. In this study, guiding case teaching mode is applied to English teaching to demonstrate its effectiveness in English teaching. In particular to three issues: 1. compared with the traditional teaching method, teaching case teaching mode can improve the students' autonomy in English learning? 2. compared with the traditional teaching methods, guiding case teaching model can effectively improve the students' English level? What is the 3. rural junior high school teachers and students for feedback guiding case teaching mode? This study by the method of experiment, the feasibility of a concrete analysis of the guiding case teaching mode applied in English Teaching in rural junior middle school and the specific methods. The experimental time is from September 2014 to January 2015. The subjects of this experiment are 1 classes in grade eight in Liaoning Province, Chaoyang City Sun Jia Wan Xiang twenty-third middle schools and 2 students, a total of 82. Two of the same class The performance difference is minimal, use the same English textbook and workbook. In addition, in the same time, and taught by the same English teacher. The difference is that the experimental class is the guiding case teaching mode, while the control class adopted the traditional teaching model. The experimental results show that the English Teaching in rural junior middle school by using case study, to improve the English learning autonomy of students, improve their English achievement, and also show that the application of guiding case teaching mode in English teaching can not only help students develop good habits of autonomous learning and improve their English level and most teachers and students believe that learning case teaching mode is more effective.

【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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