本文選題：支架理論 + 建構(gòu)主義學(xué)習(xí)理論　； 參考：《延安大學(xué)》2015年碩士論文

【摘要】：語法教學(xué)的地位以及重要性一直備受關(guān)注。在中學(xué)階段英語學(xué)習(xí)的考察方式主要體現(xiàn)在以語法為基礎(chǔ)的單項(xiàng)選擇和相關(guān)寫作和閱讀題型。對于很多中學(xué)生而言,語法知識掌握的牢固與否直接關(guān)系到英語成績的高低。面對紛繁冗雜的語法點(diǎn),教師如何在新課標(biāo)的指導(dǎo)下發(fā)揮學(xué)生的主觀能動性,引導(dǎo)學(xué)生學(xué)習(xí)語法規(guī)則進(jìn)而總結(jié)并靈活運(yùn)用語法知識是本論文的出發(fā)點(diǎn)。首先,論文闡述了研究背景和意義。其次,介紹了支架理論在國內(nèi)外的研究現(xiàn)狀,進(jìn)一步解釋支架理論的核心內(nèi)容即:通過利用情境、協(xié)作、會話等方式使學(xué)生建構(gòu)新知識。以全新視角解讀語法教學(xué)與支架理論結(jié)合的可行性。在實(shí)驗(yàn)前,筆者選取無顯著性差異的兩個班級進(jìn)行了為期三個月的實(shí)證研究。在實(shí)驗(yàn)班中將支架教學(xué)法運(yùn)用在語法課堂,在對照班仍然運(yùn)用傳統(tǒng)的3p教學(xué),通過詳細(xì)闡述具體課例并分析,得出結(jié)論:即支架教學(xué)法對于中學(xué)生的語法學(xué)習(xí)有促進(jìn)作用。最后,筆者結(jié)合自己的教學(xué)試驗(yàn)得出,對于支架式語法教學(xué)的啟示和建議即:預(yù)設(shè)課堂問題;注重學(xué)生參與;創(chuàng)建豐富情境;研讀教材教法。值得注意的是,由于支架理論在語法教學(xué)的運(yùn)用仍不夠廣泛,教師在進(jìn)行教學(xué)設(shè)計(jì)中,更應(yīng)該在課堂活動的設(shè)計(jì)上深入思考,力求在不同環(huán)節(jié)上體現(xiàn)支架教學(xué)的理念,做到以學(xué)生為中心,從實(shí)際出發(fā),理論結(jié)合實(shí)踐。希望本實(shí)驗(yàn)對于語法教學(xué)有一定的借鑒和參考作用。
[Abstract]:The position and importance of grammar teaching have always been concerned. The investigation of English learning in middle school is mainly embodied in grammatical-based monographic selection and related writing and reading questions. For many middle school students, the mastery of grammar knowledge is directly related to English achievement. In the face of various grammatical points, it is the starting point of this thesis that how to give full play to students' subjective initiative under the guidance of the new curriculum standard, and guide students to learn grammar rules and then sum up and apply grammar knowledge flexibly. First of all, the paper expounds the background and significance of the research. Secondly, this paper introduces the current research situation of scaffold theory at home and abroad, and further explains the core content of scaffold theory: making students construct new knowledge by using situation, cooperation, conversation and so on. The feasibility of combining grammar teaching with scaffold theory is interpreted from a new perspective. Before the experiment, the author conducted a three-month empirical study in two classes with no significant difference. In the experimental class, the scaffold teaching method is used in the grammar class, and the traditional 3p teaching method is still used in the control class. By expounding the concrete lesson examples and analyzing in detail, it is concluded that the scaffold teaching method can promote the grammar learning of the middle school students. Finally, combining with my own teaching experiment, the author concludes that the inspiration and suggestions for scaffolding grammar teaching are: preset classroom problems; pay attention to students' participation; create rich situation; study teaching methods of reading materials. It is worth noting that because the scaffolding theory is still not widely used in grammar teaching, teachers should think deeply about the design of classroom activities in order to embody the concept of scaffolding teaching in different links. Do take the student as the center, proceed from the reality, combine the theory with practice. I hope this experiment can be used for reference in grammar teaching.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

【共引文獻(xiàn)】

相關(guān)期刊論文 前3條

1 岳麗娟;;我國中學(xué)英語教學(xué)范式發(fā)展和創(chuàng)新研究[J];吉林省教育學(xué)院學(xué)報(中旬);2014年08期

2 張珍;;高中英語課程改革與高考英語改革的研究[J];新課程(上);2013年10期

3 劉立梅;;高中英語閱讀教學(xué)現(xiàn)狀及對策[J];學(xué)周刊;2015年08期

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本文編號：1869070