發(fā)布時(shí)間：2018-03-18 08:16

  本文選題：小初英語(yǔ)　切入點(diǎn)：教學(xué)銜接　出處：《華中師范大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：小初的英語(yǔ)老師在前后的教學(xué)質(zhì)量,直接影響了小初生英語(yǔ)水平的高低,現(xiàn)在許多學(xué)生進(jìn)入初中后,英語(yǔ)學(xué)習(xí)成績(jī)與小學(xué)階段的成績(jī)有很大的差距,這主要是由于小初的英語(yǔ)老師在前后銜接不當(dāng)而導(dǎo)致的結(jié)果。因此,怎樣做好小初階段的銜接工作,加強(qiáng)教學(xué)質(zhì)量是英語(yǔ)教師勢(shì)在必行的工作目標(biāo),這不僅有利于提高學(xué)生對(duì)英語(yǔ)學(xué)習(xí)的熱情,還有利于減少小初英語(yǔ)成績(jī)的差距。本文采取了多種研究方法來(lái)探討小初英語(yǔ)教學(xué)的銜接問(wèn)題,比如文獻(xiàn)分析、問(wèn)卷調(diào)查以及訪談等。其中,在深圳寶安區(qū)的小學(xué)和初中兩所學(xué)校分別選取了六年級(jí)的學(xué)生還有初一的學(xué)生來(lái)進(jìn)行調(diào)查問(wèn)卷,經(jīng)過(guò)研究發(fā)現(xiàn)初中一年級(jí)的學(xué)生,在學(xué)習(xí)英語(yǔ)的時(shí)候,在興趣濃厚和情感方面,以及學(xué)習(xí)適應(yīng)能力和自主學(xué)習(xí)方面存在一些問(wèn)題。初中學(xué)生在學(xué)習(xí)英語(yǔ)方面,培養(yǎng)濃厚的學(xué)習(xí)興趣、擁有良好的學(xué)習(xí)習(xí)慣和行為,這些影響都與小初英語(yǔ)的教學(xué)銜接程度密不可分的。銜接的不好就會(huì)出現(xiàn)許多問(wèn)題,在訪談多位小初的英語(yǔ)老師后,發(fā)現(xiàn)主要是由于小學(xué)英語(yǔ)地位低、教材和教法不相符、沒(méi)有充分考慮教學(xué)對(duì)象以及環(huán)境的影響等造成的結(jié)果。所以這也是本文研究的方向,相應(yīng)解決的方法如下：首先在小學(xué)階段提高英語(yǔ)課的地位,并且將小學(xué)與初中階段的英語(yǔ)教材統(tǒng)一系列；其次,小初英語(yǔ)老師提高的課堂英語(yǔ)的教學(xué)方法和質(zhì)量,并且采取多元的方式來(lái)進(jìn)行評(píng)價(jià)；最后,建立并完善小初英語(yǔ)老師之間相互教學(xué)溝通的機(jī)制,還應(yīng)注重小初學(xué)生在這一階段除了智力方面的銜接問(wèn)題。本文主要是針對(duì)小初英語(yǔ)的銜接問(wèn)題進(jìn)行探討,這不僅能夠引起眾位教師對(duì)小初銜接問(wèn)題的高度關(guān)注,還有利于英語(yǔ)教師在接下來(lái)的教學(xué)過(guò)程中不斷的提高質(zhì)量,減少小初學(xué)生英語(yǔ)的差距,并且對(duì)小初英語(yǔ)教師銜接工作的完成具有重要意義。理論上有助于小初教師研究學(xué)生的學(xué)習(xí)效率和其教學(xué)質(zhì)量的提高；實(shí)踐上有助于課程研發(fā)者加強(qiáng)對(duì)銜接問(wèn)題的關(guān)注,還有利于引起小初英語(yǔ)教師對(duì)銜接工作的重視。
[Abstract]:The quality of English teaching before and after primary school English teachers has a direct impact on the level of primary English. Now that many students have entered junior middle school, there is a big gap between their English learning achievements and their grades in primary school. This is mainly due to the improper cohesion of English teachers in junior high school. Therefore, it is imperative for English teachers to do a good job of cohesion and improve the quality of teaching. This is not only conducive to improving students' enthusiasm for English learning, but also helps to reduce the gap between junior high school English achievements. This paper adopts various research methods to explore the cohesion of primary school English teaching, such as literature analysis. Questionnaires and interviews. Among them, two primary and junior high schools in Baoan District of Shenzhen selected students from grade 6 and junior high school respectively to carry out the questionnaire. Through the research, it was found that the students in grade one of junior high school were in the first grade of junior high school. When learning English, there are some problems in interest and emotion, as well as learning adaptability and autonomous learning. Junior middle school students develop strong interest in learning English, have good learning habits and behaviors. These effects are closely related to the degree of cohesion in primary English teaching. A lot of problems will arise when the cohesion is not good. After interviewing many junior English teachers, it is found that the primary school English status is low, and the teaching materials and teaching methods are not in line with each other. This is also the direction of this study. The corresponding solutions are as follows: first of all, in the primary school stage to improve the status of English classes, And the primary school and junior high school English teaching materials are unified series; secondly, the primary English teachers improve the teaching methods and quality of classroom English, and take multiple ways to evaluate; finally, In order to establish and perfect the mechanism of teaching and communication among junior English teachers, we should also pay attention to the cohesion of junior high school students in addition to their intelligence at this stage. This will not only arouse many teachers' attention to the problem of junior middle school cohesion, but also help English teachers to improve their quality and reduce the gap between junior high school students and students in the next teaching process. It is of great significance to the completion of the cohesion work of junior English teachers. Theoretically, it is helpful for junior high school teachers to study students' learning efficiency and improve their teaching quality. In practice, it is helpful for curriculum developers to pay more attention to the problem of cohesion. It also helps to arouse the attention of junior English teachers to cohesion.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.41

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本文編號(hào)：1628735