本文選題：支架式教學模式 + 中學英語�。� 參考：《內蒙古師范大學》2015年碩士論文

【摘要】：聽力作為外語學習的五項基本技能之一,在二語習得中有重要意義。尤其在2011年頒布的《新課標》中提出,現(xiàn)階段初中英語的教學目標是培養(yǎng)中學生的綜合應用語言的能力,特別是聽說能力。這就需要廣大外語一線教師及外語學習者尋找摸索一套切實可行有效的方法來提高外語聽說能力的效率,然而傳統(tǒng)的聽說教學方法很難有效提高學生的聽力學習的效率。支架式教學,其教學理論思想源自于前蘇聯(lián)心理教育學家維果斯基的“最近發(fā)展區(qū)”,借用建筑行業(yè)中經常使用的“腳手架”作為支架式教學概念的生動形象的比喻,其實質就是在學習過程中找到“腳手架”。此教學方式主要是在教學過程中為學生提供背景知識,激發(fā)學生學習興趣,引導學生獨立解決問題,培養(yǎng)學生自主學習能力,實現(xiàn)對知識自主構建。筆者嘗試著將支架式教學方法應用到初中聽力的課堂中,進行了為期近兩個月的教學實驗,實驗對象為大同市某中學初三年級的兩個班級,在實驗之前進行調查問卷和前測,其中調查問卷收集的數(shù)據用軟件EXCEL進行分析,前測收集的數(shù)據用軟件SPSS進行了分析,通過對調查問卷的分析,其結果表明兩個班在實驗前聽力普遍存在相似的困難,而且兩個班的學生之前幾乎都對支架式教學法一無所知。而前測的數(shù)據分析表明,兩個班在實驗前,聽力水平相當,沒有差異。之后隨機抽取一個班為實驗班,另一個班級則為對照班,在試驗過程中,實驗班采取支架式教學法進行聽力教學,而對照班仍然使用之前的教學方法,試驗后兩個班同時進行了后測。并且對實驗班的學生就支架式教學法進行訪談。實驗結果表明,試驗班與對照班較試驗前都有進步,然而,與對照班相比,試驗班的進步的程度明顯大一些。這就表明該教學方法在初中聽力教學中是有效的,而且在訪談中,能夠得出新的教學法能夠激發(fā)學生的聽力興趣。
[Abstract]:As one of the five basic foreign language learning skills, listening plays an important role in second language acquisition. Especially in the "New Curriculum Standard" issued in 2011, the goal of junior high school English teaching at present is to cultivate the students' ability of comprehensive application of language, especially the ability of listening and speaking. This requires many foreign language teachers and foreign language learners to explore a set of practical and effective ways to improve the efficiency of foreign language listening and speaking ability. However, traditional listening and speaking teaching methods are difficult to effectively improve the efficiency of students' listening learning. The teaching theory of scaffold teaching originated from the former Soviet psychological educationist Vygoski's "proximal development zone", and used "scaffolding", which is often used in the construction industry, as a vivid figurative of the concept of scaffolding teaching. Its essence is to find "scaffolding" in the process of learning. This teaching method mainly aims at providing students with background knowledge, arousing students' interest in learning, guiding students to solve problems independently, cultivating students' ability of autonomous learning and realizing the autonomous construction of knowledge. The author tried to apply the scaffolding teaching method to the listening classroom of junior high school, and carried out the teaching experiment for nearly two months. The subjects were two classes in the third grade of a middle school in Datong city. The questionnaire and pre-test were carried out before the experiment. The data collected from the questionnaire was analyzed by software EXCEL, and the data collected by pre-test was analyzed by the software SPSS. The results of the questionnaire analysis showed that the two classes generally had similar difficulties in hearing before the experiment. And the students in both classes knew little about the scaffolding approach before. The pre-test data analysis showed that the two classes before the experiment, the listening level is similar, there is no difference. Then one class was randomly selected as the experimental class and the other class as the control class. In the course of the experiment, the experimental class adopted the scaffold teaching method for listening teaching, while the control class still used the previous teaching method. After the experiment, the two classes carried out the post-test at the same time. The students in the experimental class were interviewed about the scaffolding teaching method. The experimental results show that both the experimental class and the control class are better than before, however, compared with the control class, the experimental class has a greater degree of progress. This shows that the teaching method is effective in junior high school listening teaching, and in interviews, the new teaching method can stimulate students' interest in listening.
【學位授予單位】：內蒙古師范大學
【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：1868774