發(fā)布時間：2018-03-30 00:00

  本文選題：初中生　切入點：英語課堂沉默　出處：《吉林師范大學》2015年碩士論文

【摘要】：中學英語課堂沉默已成為一種普遍現(xiàn)象一直是英語教師應(yīng)對的棘手的問題。在英語課堂師生互動中,總有些學生選擇沉默。這不僅影響老師課堂教學的順利進行,也會妨礙學生獲取知識,影響學生口語能力和交流能力的提高,也影響課堂教學的提高及英語教學的質(zhì)量。2011年的英語課程標準繼續(xù)強調(diào)了學生在課堂中的主體地位,改變了傳統(tǒng)的以教師為主的課堂,新課程標準倡導實踐、參與、體驗、合作與交流的學習模式。因此,本研究試圖探討以下問題:初中生英語課堂是否存在課堂沉默現(xiàn)象;影響沉默現(xiàn)象的因素有哪些;制定出的可行性策略是否能有效緩解中學生英語課堂沉默現(xiàn)象。本研究將采用行動研究的研究方法,通過發(fā)現(xiàn)問題,進行初步調(diào)查分析,進而制定行動研究方案并實施,最后通過數(shù)據(jù)的收集與分析,來驗證假設(shè)并及時反思。筆者采用了問卷調(diào)查、訪談和課堂觀察的方法,以筆者所教班級的58名學生作為研究對象,研究時間為一個學期,共計18周,調(diào)查研究數(shù)據(jù)通過SPSS16.0統(tǒng)計進行分析。研究結(jié)果表明:初中學生在英語課堂上確實存在沉默現(xiàn)象并受教師、學生自身、課堂環(huán)境的三維因素影響;相應(yīng)策略的實施對改善課堂沉默起到了一定的效果,但影響程度不盡相同,其中,對學生自身情感以及課堂氣氛的影響程度最大,而對學生的學習動機影響程度較小。針對研究中發(fā)現(xiàn)的問題,筆者認為要緩解初中生英語課堂沉默現(xiàn)象需要師生的共同努力。首先,從學生自身來說,學生應(yīng)該改變以往的錯誤觀念和不正確的自我認識與評價,增加自信心,樹立正確的學習動機。其次,教師應(yīng)該改善課堂提問方式并完善評價反饋,建立良好的師生關(guān)系,同時根據(jù)教學內(nèi)容設(shè)計出豐富多彩的課堂活動,激發(fā)學生的學習興趣;最后,師生齊心協(xié)力,為構(gòu)建輕松、活潑、和諧的課堂而共同努力,真正做到有效緩解學生的課堂沉默現(xiàn)象。
[Abstract]:Middle school English classroom silence has become a common phenomenon for English teachers to cope with. In the interaction between teachers and students, some students always choose silence. This not only affects the smooth progress of teacher's classroom teaching. It also hinders the acquisition of knowledge, affects the improvement of students' oral and communication abilities, and also affects the improvement of classroom teaching and the quality of English teaching. The 2011 English Curriculum Standards continue to emphasize the dominant position of students in the classroom. It has changed the traditional teacher-oriented classroom, and the new curriculum standard advocates the learning mode of practice, participation, experience, cooperation and communication. Therefore, this study attempts to explore the following questions: whether there is classroom silence in English classroom for junior middle school students; What are the factors that influence silencing phenomenon, and whether the feasibility strategy can effectively alleviate the phenomenon of middle school students' English classroom silence? this study will adopt the method of action research and carry out preliminary investigation and analysis by finding problems. Finally, through the collection and analysis of data to verify the hypothesis and reflect on it in time. The author adopts the methods of questionnaire, interview and classroom observation. Taking 58 students of the class taught by the author as the research object, the research time is one semester, a total of 18 weeks. The research data are analyzed by SPSS16.0 statistics. The results show that the phenomenon of silence does exist in the middle school students' English classroom and is influenced by the three dimensional factors of teachers, students themselves and classroom environment. The implementation of the corresponding strategies has a certain effect on improving classroom silence, but the degree of influence is different, among which, the influence on students' own emotion and classroom atmosphere is the greatest. In view of the problems found in the study, the author thinks that to alleviate the phenomenon of English classroom silence among junior high school students, it is necessary to make joint efforts of teachers and students. First of all, from the perspective of the students themselves, Students should change their previous misconceptions and incorrect self-knowledge and evaluation, increase their self-confidence and set up correct learning motivation. Secondly, teachers should improve the way of questioning in class and perfect the feedback of evaluation, so as to establish a good teacher-student relationship. At the same time, according to the teaching content, we design rich and colorful classroom activities to stimulate students' interest in learning. Finally, teachers and students make concerted efforts to build a relaxed, lively and harmonious classroom. To effectively alleviate the phenomenon of classroom silence.
【學位授予單位】：吉林師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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