【摘要】：在新課改的大背景下,落實新課程改革的理念,改變以教師為中心的傳統(tǒng)教學(xué)模式,改變學(xué)生被動的學(xué)習(xí)方式,讓學(xué)生真正成為課堂的主人,發(fā)展學(xué)生自主能力與創(chuàng)新能力,是課堂教學(xué)改革關(guān)注的核心問題。近年來,涌現(xiàn)出了許多課堂教學(xué)改革的模式,如杜郎口中學(xué)的“三三六”教學(xué)模式、東廬中學(xué)的“講學(xué)稿”教學(xué)模式以及洋思中學(xué)的“先學(xué)后教,當堂訓(xùn)練”模式等,這些模式在突破傳統(tǒng)的課堂教學(xué)模式方面取得了積極的效果。但是,在實際教學(xué)中,許多課堂教學(xué)依然以傳統(tǒng)教學(xué)為主,特別是在英語教學(xué)中,學(xué)生對語言信息的獲取更多的是來源于教師在課堂上對知識點的講解,而非自己親身實踐的獲得。而導(dǎo)學(xué)案在彌補這些缺陷方面有著明顯的優(yōu)勢,該模式體現(xiàn)了“以導(dǎo)促學(xué)”“以學(xué)促教”“以評促學(xué)”的理念,突出了學(xué)生的主體地位和教師的引導(dǎo)作用,是充分體現(xiàn)新課改理念的教學(xué)模式。在導(dǎo)學(xué)案的現(xiàn)有研究中,涉及英語教學(xué)的相對少見,因此,本研究擬以初中英語教學(xué)為對象,探討“導(dǎo)學(xué)案”在初中英語教學(xué)中有效開展的基本理論和操作模式問題。論文通過文獻法、實驗法以及調(diào)查法,梳理了導(dǎo)學(xué)案的相關(guān)理論基礎(chǔ),包括導(dǎo)學(xué)案的本質(zhì)、導(dǎo)學(xué)案應(yīng)用價值、導(dǎo)學(xué)案編制的原則、流程、策略,導(dǎo)學(xué)案實施的原則、流程、策略。在此基礎(chǔ)上,進行了初中英語導(dǎo)學(xué)案的應(yīng)用性探索,具體包括：初中英語導(dǎo)學(xué)案的設(shè)計理念,即以一般教學(xué)設(shè)計原理為基礎(chǔ)、以學(xué)習(xí)理論為指導(dǎo)、以實現(xiàn)教學(xué)效益最大化為最終目標；初中英語導(dǎo)學(xué)案編制的基本原則,包括激勵性、具體性、層次性、問題性原則；初中英語導(dǎo)學(xué)案的備課流程；初中英語導(dǎo)學(xué)案編制的差異性、情境性、趣味性策略以及新課型和復(fù)習(xí)課型兩種編制案例；導(dǎo)學(xué)案在初中英語教學(xué)實踐中應(yīng)用的學(xué)法指導(dǎo)性、教學(xué)互動性原則；課前、課中、課后的實施流程和實施的情景性、小組合作的策略。最后,針對實施中出現(xiàn)的問題,從教師層面、學(xué)生層面以及導(dǎo)學(xué)案本身層面提出了相應(yīng)的建議與改進策略,包括：在教師方面,需要轉(zhuǎn)變教師觀念,增強教師的引導(dǎo)作用；在學(xué)生方面,要積極鼓勵他們積極參與,相互合作；在導(dǎo)學(xué)案自身方面,需要豐富知識呈現(xiàn)的方式,建立合理有效的評價方式。
[Abstract]:Under the background of the new curriculum reform, we should implement the concept of new curriculum reform, change the traditional teacher-centered teaching mode, change the passive learning style of students, make students become the masters of class, and develop students' independent ability and innovation ability. It is the core of classroom teaching reform. In recent years, there have been many models of classroom teaching reform, such as the "3 ~ 6" teaching mode in Durangkou Middle School, the "lecture manuscript" teaching mode in Donglu Middle School, and the "first learning before teaching, in-class training" mode in Yangsi Middle School. These models have achieved positive results in breaking through the traditional classroom teaching model. However, in practical teaching, many classroom teaching still focus on traditional teaching, especially in English teaching, the students' acquisition of language information comes more from teachers' explanation of knowledge points in the classroom. Not the acquisition of your own experience. The guiding case has obvious advantages in making up these defects. This model embodies the idea of "promoting learning by guidance", "promoting teaching by learning", "promoting learning by evaluation", and highlighting the main position of students and the guiding role of teachers. It is the teaching mode which fully embodies the new curriculum reform idea. In the current research on the guiding case, English teaching is relatively rare. Therefore, this study aims to explore the basic theory and operational mode of the effective development of the guiding plan in junior middle school English teaching. Through literature, experiment and investigation, the paper combs the theoretical basis of the case, including the essence of the case, the application value of the case, the principles, processes, strategies, principles and processes of the implementation of the case. strategy On this basis, the paper explores the application of junior high school English instruction case, including: the design concept of junior middle school English guidance case, which is based on the general teaching design principle and guided by the learning theory. The final goal is to maximize the teaching efficiency, the basic principles of junior high school English guide case compilation, including incentive, concreteness, hierarchy, problem principle, junior middle school English guidance case preparation process; The differences, situational, interesting strategies and two kinds of compilation cases of new and reviewing English teaching cases in junior middle school English teaching practice, the guiding method and interactive teaching principle of guiding case in junior middle school English teaching practice, the pre-class, and so on. After-class implementation process and implementation of situational, team cooperation strategy. Finally, in view of the problems in the implementation, the author puts forward the corresponding suggestions and improvement strategies from the teacher level, the student level and the teaching plan itself level, including: in the teacher aspect, needs to change the teacher idea, strengthens the teacher's guidance function; In the aspect of students, we should actively encourage them to participate actively and cooperate with each other, and in the aspect of guiding case, we need to enrich the way of presenting knowledge and establish a reasonable and effective way of evaluation.
【學(xué)位授予單位】：寧夏大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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