本文選題：后“茶館式”教學方法 + 教學實踐��； 參考：《貴州師范大學》2015年碩士論文

【摘要】：新課程教學標準要求全面提高學生的綜合素質教育,如何去除傳統(tǒng)填鴨式教學的弊端,提高英語教育教學的質量,使英語教育所培養(yǎng)的人才符合當今社會的需求,這是擺在當前英語教學工作者面前的重要課題。后“茶館式”教學方法強調教學過程中老師引導學生自主學習,創(chuàng)建學習小組、進行課堂展示、同學交流討論,促使學生在課堂上最大限度地投入到學習活動中去,逐步培養(yǎng)學生自學,與人合作的能力,達到提高成績,自主學習的目的。后“茶館式”教學以效能為主導,通過顛覆過去課堂教學按次序、等比計劃定時間講解的方式,而由學生自己閱讀概念性、認識性的內容,教師僅對難點等原理性內容進行點撥,從而使課堂教學精致化。無疑,將后“茶館式”教學方法引進到教學課程改革中,對于解決實際教學中的問題,提高教學效率是一種科學且行之有效的方法。本文將后“茶館式”教學方法運用到初中英語課堂,試圖研究幾個問題:(1)通過后“茶館式”教學方法在初中英語課堂的實施,檢驗該教學方法是否能提高不同層次學生英語教學成績。(2)總結后“茶館式”教學方法在初中英語教學中取得成績與不足,從而總結出適合自己的教學方法。(3)培養(yǎng)學生提出問題、分析問題、解決問題的能力。(4)提升教師自身的專業(yè)發(fā)展。通過實驗班和對照班前測與后測成績的對比,來驗證后“茶館式”教學方法在提高初中學生英語學習能力方面是有效的。本文把實驗班和對照班的學生按前測成績劃分為三組:優(yōu)等生、中等生以及學困生,分別對比不同水平的學生的后測成績。實踐結果表明后“茶館式”教學方法能顯著提高中等生和學困生的英語成績。通過對問卷和訪談結果數(shù)據(jù)分析,表明學生在后“茶館式”教學以后,學生提高了學習英語的興趣、改變了傳統(tǒng)學習英語的方法,提升英語學習的能力。論文研究成果將為初中英語教師在提高學生英語成績和培養(yǎng)學生英語學習能力方面提供借鑒性的參考。
[Abstract]:The new curriculum teaching standard requires that the comprehensive quality education of students be improved in an all-round way. How to remove the disadvantages of traditional spoon-feeding teaching, improve the quality of English teaching, and make the people trained in English education meet the needs of today's society. This is an important subject in front of the current English teaching staff. The post-" teahouse "teaching method emphasizes that in the process of teaching, teachers guide students to learn independently, create study groups, conduct class presentations, and exchange and discuss among students, so as to urge students to devote themselves to learning activities to the maximum extent in the classroom. Gradually cultivate students self-study, cooperation with people to achieve the goal of improving performance, independent learning. The post-" teahouse "teaching is dominated by efficiency, and students read the conceptual and cognitive content themselves by upsetting the order of classroom teaching in the past and making explanations in equal time than planned. The teacher only points out the principle content such as the difficulty, thus makes the classroom teaching exquisite. Undoubtedly, it is a scientific and effective method to introduce the "teahouse" teaching method into the reform of teaching curriculum for solving the problems in practical teaching and improving teaching efficiency. This paper applies the "teahouse" teaching method to junior middle school English classroom, and tries to study several questions about "tea house" teaching method in junior middle school English classroom, and attempts to study the implementation of post-" teahouse "teaching method in junior middle school English classroom. Test whether this teaching method can improve the students' English teaching achievement. 2) after summing up the "teahouse style" teaching method in junior middle school English teaching achievement and insufficiency, thus sums up the suitable teaching method. 3) raises the student to raise the question. Analysis of problems, problem-solving ability. 4) to enhance the professional development of teachers themselves. By comparing the results of pre-test and post-test between the experimental class and the control class, it is proved that the post-teahouse teaching method is effective in improving the English learning ability of junior high school students. In this paper, the students in the experimental class and the control class are divided into three groups according to their pre-test scores: excellent students, middle students and students with learning difficulties. The results show that the teaching method of teahouse can significantly improve the English achievement of secondary students and students with learning difficulties. Through the data analysis of questionnaire and interview results, it is shown that after the post-teahouse teaching, the students have raised their interest in learning English, changed the traditional methods of learning English and improved their English learning ability. The research results will provide reference for junior English teachers in improving students' English achievement and developing students' English learning ability.
【學位授予單位】：貴州師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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本文編號：1841331