【摘要】：語(yǔ)法教學(xué)在初中英語(yǔ)教學(xué)領(lǐng)域,一直是一個(gè)飽受爭(zhēng)議的話題�！袄蠋熢趺唇�,學(xué)生怎么學(xué)”,多年來(lái)許多學(xué)者圍繞著初中英語(yǔ)語(yǔ)法學(xué)與教的話題都進(jìn)行過(guò)自己的研究。長(zhǎng)期以來(lái),初中英語(yǔ)語(yǔ)法教學(xué)中“費(fèi)時(shí)低效”的問(wèn)題更是令人深思。任務(wù)型教學(xué)法和3P教學(xué)法作為廣泛應(yīng)用的教學(xué)方法,有著各自的優(yōu)點(diǎn)和缺點(diǎn)。隨著《全日制義務(wù)教育普通初級(jí)中學(xué)英語(yǔ)課程標(biāo)準(zhǔn)》的實(shí)施,任務(wù)型教學(xué)模式是目前我國(guó)外語(yǔ)教學(xué)改革的熱點(diǎn)。3P教學(xué)法,作為傳統(tǒng)教學(xué)法的代表仍然在許多學(xué)校沿用,被許多老師追捧。本文以兩種教學(xué)方法為基礎(chǔ),嘗試著將任務(wù)型教學(xué)法和3P教學(xué)法進(jìn)行融合,主要將任務(wù)型教學(xué)法中的任務(wù)設(shè)計(jì)和實(shí)施引入到3P教學(xué)模式中,以3P教學(xué)模式為框架引導(dǎo)學(xué)生完成各階段的任務(wù)。在為期十四周的時(shí)間里,筆者對(duì)安徽省六安市裕安中學(xué)七年級(jí)的學(xué)生進(jìn)行了調(diào)查并應(yīng)用新的教學(xué)模式進(jìn)行了實(shí)驗(yàn),旨在調(diào)查初中英語(yǔ)語(yǔ)法課堂中將任務(wù)型教學(xué)法與3P教學(xué)法相結(jié)合的可行性。具體地,將回答如下兩個(gè)問(wèn)題:1)任務(wù)型和3P教學(xué)法的融合是否能促進(jìn)學(xué)生語(yǔ)法知識(shí)的掌握,也就是說(shuō)這種融合是否能促進(jìn)學(xué)生學(xué)業(yè)成績(jī)的提高?2)任務(wù)型和3P教學(xué)法的融合能否促進(jìn)學(xué)生對(duì)語(yǔ)法學(xué)習(xí)觀念和態(tài)度的改變,提高學(xué)生學(xué)習(xí)語(yǔ)法的積極性。筆者采用實(shí)證研究的方法,通過(guò)問(wèn)卷調(diào)查、實(shí)驗(yàn)組和控制組測(cè)試以及訪談了解學(xué)生的語(yǔ)法學(xué)習(xí)狀況,包括其學(xué)習(xí)成績(jī),學(xué)習(xí)態(tài)度,學(xué)習(xí)策略。筆者選擇了110名學(xué)生作為實(shí)驗(yàn)的對(duì)象,將所有的學(xué)生分為兩組:實(shí)驗(yàn)組和對(duì)照組。實(shí)驗(yàn)將持續(xù)十四周,第一周實(shí)施前測(cè),旨在證明兩組學(xué)生在英語(yǔ)能力方面差別不大。從第二周到第十三周,所有的學(xué)生將接受十二個(gè)單元的教學(xué),每個(gè)單元持續(xù)一周。此后,他們將進(jìn)行為期一周的復(fù)習(xí)并進(jìn)行后測(cè)。在整個(gè)實(shí)驗(yàn)過(guò)程中,實(shí)驗(yàn)組將被施以任務(wù)法和3P法的融合教學(xué),而對(duì)照組的學(xué)生將被施以傳統(tǒng)3P教學(xué)。所有的數(shù)據(jù)都來(lái)源兩個(gè)組學(xué)生的真實(shí)情況。實(shí)驗(yàn)組在前后測(cè)實(shí)驗(yàn)中平均得分分別為72.7和80.1,對(duì)照組在前后測(cè)實(shí)驗(yàn)中平均得分分別為72.3和73.6。實(shí)驗(yàn)組經(jīng)過(guò)十四周實(shí)驗(yàn),在學(xué)業(yè)成績(jī)上取得明顯進(jìn)步,而對(duì)照組卻沒(méi)有明顯改觀。同時(shí),筆者在實(shí)驗(yàn)之后,對(duì)兩組學(xué)生進(jìn)行了問(wèn)卷調(diào)查,問(wèn)卷采用五級(jí)量表的形式,實(shí)驗(yàn)組和對(duì)照組的平均得分分別為86.2和63.1,由此看出,實(shí)驗(yàn)組對(duì)語(yǔ)法學(xué)習(xí)的態(tài)度和觀念也發(fā)生明顯轉(zhuǎn)變。通過(guò)本實(shí)證研究,作者最終得出結(jié)論:任務(wù)型和3P的融合教學(xué)法在初中英語(yǔ)語(yǔ)法教學(xué)中具有可行性,因?yàn)樗粌H能夠促進(jìn)學(xué)生學(xué)業(yè)成績(jī)的提高,而且能促進(jìn)學(xué)生對(duì)語(yǔ)法學(xué)習(xí)態(tài)度和觀念的轉(zhuǎn)變,有助于其改善學(xué)習(xí)策略,刺激語(yǔ)法學(xué)習(xí)的積極性。
[Abstract]:Grammar teaching has always been a controversial topic in the field of English teaching in junior high schools. Over the years, many scholars have conducted their own research on the topic of English grammar and teaching in junior high school. For a long time, the problem of "time-consuming and inefficient" in English grammar teaching in junior high school is even more thought-provoking. As a widely used teaching method, task-based teaching method and 3 P teaching method have their own advantages and disadvantages. With the implementation of the English Curriculum Standard for Full-time compulsory Education ordinary Junior Middle School, the task-based teaching model is a hot topic in the foreign language teaching reform in our country. As the representative of traditional teaching methods, 3P teaching method is still used in many schools. Be sought after by many teachers. Based on the two teaching methods, this paper tries to integrate the task-based teaching method and the 3P teaching method, and mainly introduces the task design and implementation of the task-based teaching method into the 3P teaching mode. Take the 3 P teaching mode as the frame to guide the students to complete the tasks in each stage. During a period of 14 weeks, the author conducted an investigation on the seventh grade students of Yu'an Middle School in Lu'an City, Anhui Province, and applied the new teaching model to the experiment. The purpose of this paper is to investigate the feasibility of combining the Task-based approach and the 3P approach in the grammar classroom of junior high school. Specifically, the following two questions will be answered: 1) whether the integration of task-based and 3P teaching methods can promote students' knowledge of grammar, That is to say, can this kind of integration promote the improvement of students' academic achievement? 2) can the integration of task-based and 3P teaching methods promote the change of students' attitudes and attitudes towards grammar learning and improve their enthusiasm for grammar learning? The author adopts the method of empirical research to investigate the students' grammar learning status including their learning achievement learning attitude and learning strategies through questionnaire survey test and interview of the experimental group and control group. 110 students were selected as the subjects of the experiment. All the students were divided into two groups: experimental group and control group. The experiment will last 14 weeks, the first week of pre-test, designed to prove that the two groups of students in English proficiency differences. From the second week to the thirteenth week, all students will be taught in twelve units for one week each. Thereafter, they will undergo a week-long review and post-test. In the whole course of the experiment, the experimental group will be taught by the combination of task method and 3P method, while the students of the control group will be given traditional 3P teaching. All the data were derived from the actual situation of the two groups of students. The average scores of the experimental group were 72.7 and 80.1, respectively, and the average scores of the control group were 72.3 and 73.6 respectively. After 14 weeks of experiment, the experimental group made significant progress in academic performance, while the control group did not. At the same time, after the experiment, the author conducted a questionnaire survey on the two groups of students. The questionnaire was in the form of a five-level scale. The average scores of the experimental group and the control group were 86.2 and 63.1, respectively. The attitude and concept of grammar learning in the experimental group also changed obviously. Through this empirical study, the author concludes that the Task-based and 3P approach is feasible in junior high school English grammar teaching, because it can not only promote the improvement of students' academic achievement. Moreover, it can promote the change of students' attitude to grammar learning and help them to improve their learning strategies and stimulate their enthusiasm in grammar learning.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.41

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本文編號(hào)：2296506