本文選題：農(nóng)村中學 + 英語口語教與學��； 參考：《東北師范大學》2015年碩士論文

【摘要】：近年來,我國的英語教學取得了階段性成果,隨著新課標的頒發(fā)與不斷的改版,培養(yǎng)出了大量的外語人才。但是我國地域遼闊,經(jīng)濟發(fā)展的不平衡導致英語教育發(fā)展的不平衡。在廣大農(nóng)村地區(qū),英語教育水平整體落后,很多農(nóng)村地區(qū)英語教學違背了新課標的要求。為了在考試中得到高分,大部分學校長期使用傳統(tǒng)的語法翻譯法進行教學,忽略了學生綜合語言能力的培養(yǎng),尤其是聽說能力嚴重落后。本文是以“輸出假說”和“交互假說”為理論基礎的一項實證研究。通過問卷和訪談的方法調(diào)查農(nóng)村中學英語口語教學存在的問題及對策。筆者抽取了黑龍江省、吉林省以及內(nèi)蒙古自治區(qū)中部分農(nóng)村中學200名學生以及85位教師作為研究對象,以及10名學生和8位老師作為訪談對象。以求通過問卷調(diào)查和訪談的方式發(fā)現(xiàn)農(nóng)村中學英語口語教學存在的問題,并探討解決問題的對策。通過對學生和老師進行問卷調(diào)查輔助以訪談的方式得到相關數(shù)據(jù)。運用軟件SPSS和Excel統(tǒng)計分析得出數(shù)據(jù)結果。從中發(fā)現(xiàn)農(nóng)村英語口語教學的問題以及對策。筆者通過分析數(shù)據(jù),有了以下發(fā)現(xiàn):1).農(nóng)村中學生在對待英語口語學習的態(tài)度令人堪憂。2).目前的口語學習狀況也不盡如人意。從教師問卷和訪談中,筆者有了如下發(fā)現(xiàn):1).農(nóng)村教師的學歷水平普遍偏低。2).英語教學行為有悖于提高學生綜合語言能力的要求,尤其是忽視了口語教學,并且這種狀況,在教齡較大教師中越為明顯,在年輕教師和參與過多次培訓的教師中有很大的改善。3).筆者發(fā)現(xiàn)農(nóng)村中學不能給學生提供適合英語學習的外部環(huán)境。筆者通過學生問卷和訪談,發(fā)現(xiàn)了學生喜歡的口語學習方法。與此同時,筆者也通過教師問卷和訪談發(fā)現(xiàn)了一些口語教學方法,尤其是一些高學歷和經(jīng)過多次培訓的教師所用的口語教學方法,這些教學方法與學生所喜愛的方法基本吻合,例如:大多數(shù)的學生和老師認為最合適的口語學習小組是三個人,他們認為提高口語最好的方式是和本族語人群交流等。本論文通過問卷和訪談得到的一些教學方法與張海森博士(2010)論文中的結果一致。這也體現(xiàn)了這些方法的可利用價值。同時也存在一些調(diào)查結果與前人研究結果不一致的問題,例如,在學生最喜歡的口語話題中,張海森博士(2010)的研究對象更喜歡商業(yè)和政治等相關話題,而農(nóng)村中學生更喜歡校園生活和家庭生活的話題。這也體現(xiàn)了本論文中的得出的教學方法適用于農(nóng)村地區(qū)的特殊性。
[Abstract]:In recent years, the English teaching in our country has achieved a lot of achievements. With the issuance and revision of the new curriculum standard, a large number of foreign language talents have been trained. However, our country has a vast territory and the imbalance of economic development leads to the imbalance in the development of English education. In rural areas, the level of English education is backward, and many rural areas have violated the requirements of the new curriculum. In order to get high scores in the examination, most schools use the traditional grammar translation method to teach for a long time, neglecting the cultivation of students' comprehensive language ability, especially the serious lag in listening and speaking ability. This paper is an empirical study based on output hypothesis and interaction hypothesis. The problems and countermeasures of oral English teaching in rural middle schools were investigated by questionnaire and interview. The author selected 200 students and 85 teachers from rural middle schools in Heilongjiang Province, Jilin Province and Inner Mongolia Autonomous region, and 10 students and 8 teachers as the interview subjects. This paper tries to find out the problems existing in oral English teaching in rural middle schools by means of questionnaires and interviews, and to probe into the countermeasures to solve the problems. The relevant data were obtained by means of questionnaire survey to students and teachers. Software SPSS and Excel are used to analyze the data. The problems and countermeasures of oral English teaching in rural areas are found. By analyzing the data, the author makes the following discovery: 1). The attitude of rural middle school students towards oral English learning is worrying. The current situation of oral English learning is not satisfactory. From the teacher questionnaire and interviews, the author has the following findings: 1). The level of education of teachers in rural areas is generally on the low side. English teaching behavior is contrary to the requirement of improving students' comprehensive language ability, especially neglecting oral English teaching, and this situation is more and more obvious among older teachers. There is a significant improvement among young teachers and teachers who have participated in many training sessions. The author finds that rural middle schools can not provide students with an external environment suitable for English learning. By means of questionnaire and interview, the author finds out the oral English learning method that students like. At the same time, the author also finds some oral teaching methods through teachers' questionnaires and interviews, especially the oral teaching methods used by some highly educated and trained teachers. These teaching methods are basically consistent with the students' favorite teaching methods. For example, most students and teachers think that the most suitable oral learning group is three people, they think that the best way to improve oral English is to communicate with native speakers. Some teaching methods obtained by questionnaire and interview are consistent with the results of Dr. Zhang Hesen (2010). This also reflects the available value of these methods. At the same time, there are some problems that do not agree with the previous research results. For example, among the students' favorite spoken language topics, the subjects of Dr Zhang Hesen (2010) prefer related topics such as business and politics. Rural middle school students prefer the topic of campus life and family life. It also reflects the particularity of the teaching method in this paper.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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