發(fā)布時(shí)間：2018-06-30 22:01

  本文選題：初中英語(yǔ)教學(xué) + 生態(tài)課堂�。� 參考：《貴州師范大學(xué)》2015年碩士論文

【摘要】：本文基于生態(tài)課堂教學(xué)、生態(tài)課堂教學(xué)理論和英語(yǔ)教學(xué)的相關(guān)理論、針對(duì)初中英語(yǔ)教學(xué)的現(xiàn)狀及影響學(xué)生英語(yǔ)學(xué)習(xí)的因素,探索了如何訓(xùn)練學(xué)生在生態(tài)課堂理論下進(jìn)行英語(yǔ)學(xué)習(xí),解決研究問題:1、生態(tài)化課堂教學(xué)是否能提高初中生的英語(yǔ)水平?2、如能提高其英語(yǔ)水平,兩班學(xué)生(實(shí)驗(yàn)班和對(duì)照班)哪一班學(xué)生在訓(xùn)練后取得的進(jìn)步最大?3、初中英語(yǔ)課堂上的學(xué)習(xí)訓(xùn)練能否提高初中學(xué)生的英語(yǔ)學(xué)習(xí)觀?實(shí)驗(yàn)中的研究對(duì)象是貴州省貴陽(yáng)市白云區(qū)第一中學(xué)七年級(jí)的兩個(gè)平行班。實(shí)驗(yàn)班接受一學(xué)期的基于生態(tài)課堂理念下訓(xùn)練的英語(yǔ)教學(xué),對(duì)照班則仍按傳統(tǒng)的方式進(jìn)行英語(yǔ)教學(xué)。本研究在訓(xùn)練過程中向?qū)嶒?yàn)班學(xué)生說明了所使用生態(tài)課堂理念的特點(diǎn)及意義,把策略訓(xùn)練與日常的英語(yǔ)教學(xué)練習(xí)及教材相結(jié)合。研究工具為問卷和測(cè)試(前測(cè)和后測(cè)試卷)。實(shí)驗(yàn)后收集問卷調(diào)查和測(cè)試數(shù)據(jù)并進(jìn)行對(duì)比分析。此外,筆者運(yùn)用具體的案例分析展示了訓(xùn)練模式,豐富了實(shí)驗(yàn)的內(nèi)容.本研究有以下有價(jià)值和有意義的發(fā)現(xiàn):1、生態(tài)課堂教學(xué)訓(xùn)練在英語(yǔ)教學(xué)中的運(yùn)用能夠有效提高學(xué)生英語(yǔ)水平和學(xué)習(xí)意識(shí),并提高了他們的英語(yǔ)學(xué)習(xí)興趣。2、相對(duì)于實(shí)驗(yàn)班和對(duì)照班的學(xué)生而言,實(shí)驗(yàn)班的學(xué)生更能在接受生態(tài)課堂教學(xué)訓(xùn)練后獲得更大的提高。3、初中英語(yǔ)生態(tài)課堂教學(xué)的運(yùn)用受到各種因素的影響,因此教師全面考慮影響學(xué)習(xí)者掌握和學(xué)習(xí)訓(xùn)練的多種因素,更加科學(xué)地指導(dǎo)教學(xué)。本研究仍存在以下局限性:首先是研究的面還不夠廣,時(shí)間還不夠長(zhǎng);其次,在生態(tài)課堂教學(xué)訓(xùn)練過程中,筆者有時(shí)會(huì)因過于強(qiáng)調(diào)策略的學(xué)習(xí)而忽視了學(xué)生基礎(chǔ)知識(shí)的掌握,導(dǎo)致學(xué)習(xí)效果不佳。最后,由于學(xué)生成績(jī)和個(gè)體差異的不同,因此每個(gè)人的策略運(yùn)用也將不同,在這方面筆者還應(yīng)更深入的了解,以便指導(dǎo)學(xué)生更恰當(dāng)、更合理地運(yùn)用生態(tài)課堂教學(xué)。雖然在研究中還存在著一定局限性和困難,但其前景應(yīng)該是樂觀的。
[Abstract]:Based on the ecological classroom teaching, the ecological classroom teaching theory and the related theories of English teaching, this paper aims at the present situation of English teaching in junior high school and the factors influencing students' English learning. This paper explores how to train students to study English in the ecological classroom theory, solve the research question: 1, whether ecological classroom teaching can improve the junior high school students' English proficiency, if they can improve their English proficiency. Which of the two classes (the experimental class and the control class) has made the most progress after training? can the learning training in junior middle school English classroom improve the students' outlook on learning English? The subjects of the experiment are two parallel classes in Grade 7 of No.1 Middle School in Baiyun District, Guiyang City, Guizhou Province. The experimental class accepts English teaching based on the ecological classroom concept for one semester, while the control class still carries out English teaching in the traditional way. In the course of training, this study explained to the experimental class the characteristics and significance of the ecological classroom concept used, and combined the strategy training with the daily English teaching practice and teaching materials. The research tools are questionnaire and test (pre test and post test). After the experiment, the questionnaire and test data were collected and compared. In addition, the author shows the training mode with specific case analysis, which enriches the content of the experiment. This study has the following valuable and meaningful findings: 1. The application of ecological classroom teaching training in English teaching can effectively improve students' English proficiency and learning consciousness. They also increased their interest in English learning. 2, compared with the students in the experimental class and the control class, The students in the experimental class can get greater improvement after receiving ecological classroom teaching training. The use of ecological classroom teaching in junior middle school is affected by various factors. Therefore, teachers consider all kinds of factors that affect learners' mastery and learning training. Guide teaching more scientifically. This study still has the following limitations: firstly, the scope of the study is not wide enough and the time is not long enough; secondly, in the process of ecological classroom teaching and training, the author sometimes neglects the mastery of students' basic knowledge because of too much emphasis on learning strategies. Results in poor learning. Finally, because of the difference of students' achievement and individual difference, each person's strategy use will also be different, in this aspect the author should also have a deeper understanding, in order to guide the students more appropriate, more reasonable use of ecological classroom teaching. Although there are still some limitations and difficulties in the study, its prospects should be optimistic.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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本文編號(hào)：2086987