【摘要】：我國初中學(xué)生英語作業(yè)負擔(dān)重,但學(xué)習(xí)效果不理想。隨著經(jīng)濟社會發(fā)展、學(xué)齡人口減少、學(xué)校教育生師比不斷下降,個性化教育成為發(fā)展趨勢,英語課程標(biāo)準(zhǔn)也倡導(dǎo)個性化教育理念,而設(shè)計個性化英語作業(yè)是個性化教育實踐的一個重要方面。本研究以多元智能理論、最近發(fā)展區(qū)理論和“后方法”語言教學(xué)理論為指導(dǎo),以文獻研究法、課堂觀察法、比較研究法、個案研究法、問卷調(diào)查法為研究方法,研究個性化英語作業(yè)的設(shè)計及應(yīng)用問題,旨在改變英語作業(yè)現(xiàn)狀,提高英語學(xué)習(xí)效果,促進學(xué)生個性發(fā)展。當(dāng)前的英語家庭作業(yè)出現(xiàn)不少亂象,個性化教育理念在作業(yè)中并未得到切實的貫徹。我國個性化英語作業(yè)的研究與教學(xué)實際存在一定脫節(jié),以經(jīng)驗豐富的教師或者專家教師作為主要的研究樣本來源,雖然具有重要指導(dǎo)意義,但實踐性不強,難以為普通教師尤其是經(jīng)驗不足的教師所借鑒和參考。在大班額教學(xué)背景下,教師在個性化英語作業(yè)設(shè)計和推行方面往往會遇到一些共同的問題和困難。本研究先對個性化英語作業(yè)與傳統(tǒng)“一刀切”英語作業(yè)進行對比分析指出個性化作業(yè)的優(yōu)越性,通過問卷調(diào)查和訪談了解個性化作業(yè)設(shè)計和推行方面遇到的主要問題與困難并進行梳理分析,找出對策,解決個性化作業(yè)在教學(xué)實踐中的可行性問題。然后聚焦于個性化作業(yè)的實踐性問題：研究個性化診斷內(nèi)容、方法途徑和結(jié)果；探索個性化作業(yè)設(shè)計原則與視角：從實用性出發(fā)遵循自主開放的原則,便于教師發(fā)揮和創(chuàng)造,從有效性出發(fā)遵循探本求源的原則,要求教師從本質(zhì)上真正了解學(xué)生,提出以創(chuàng)造機會為視角設(shè)計個性化英語作業(yè)；在此基礎(chǔ)上探索大班額教學(xué)背景下個性化英語作業(yè)的具體操作原則與程序,以案例進行具體的應(yīng)用分析。最后,通過實驗和討論分析個性化英語作業(yè)的有效性。本研究旨在為認(rèn)可個性化英語作業(yè)但又在教學(xué)實踐中徘徊的普通一線英語教師提供實踐參考和借鑒,具有一定的實踐價值,對個性化英語作業(yè)設(shè)計應(yīng)用的研究也是有益的補充。
[Abstract]:Chinese junior middle school students have heavy burden of English homework, but the learning effect is not satisfactory. With the development of economy and society, the number of school-age population decreases, the ratio of student to teacher in school education continues to decline, personalized education has become the trend of development, and English curriculum standards also advocate the concept of individualized education. The design of personalized English homework is an important aspect of personalized education practice. Under the guidance of the theory of multiple intelligences, the theory of the area of recent development and the theory of "post-method" language teaching, this study takes the methods of literature research, classroom observation, comparative research, case study and questionnaire survey as the research methods. This paper studies the design and application of personalized English homework in order to change the present situation of English homework, improve the effect of English learning and promote the development of students' personality. At present, there are a lot of confusion in English homework, and the concept of individuation education has not been carried out in the homework. There is a certain disconnect between the research and teaching of personalized English assignments in China. It is important to use experienced teachers or expert teachers as the main source of research samples, although it has important guiding significance, but it is not strong in practice. It is difficult to be used for reference by ordinary teachers, especially those with insufficient experience. Under the background of large class size teaching, teachers often encounter some common problems and difficulties in the design and implementation of personalized English assignments. In this study, the superiority of personalized English homework is pointed out by comparing it with traditional one-size-fits-all English homework. Through questionnaire investigation and interview to understand the main problems and difficulties encountered in the design and implementation of personalized homework, and to find out the countermeasures to solve the feasibility of individualized homework in teaching practice. Then it focuses on the practical problems of personalized homework: research on personalized diagnosis content, methods and results; Explore the principle and perspective of individualized homework design: follow the principle of self-opening from the practical point of view, facilitate teachers to play and create, follow the principle of exploring the origin and seeking the source from the validity, and require the teachers to really understand the students from the essence. This paper proposes to design personalized English assignments from the perspective of creating opportunities. On this basis, this paper explores the specific operating principles and procedures of individualized English assignments under the background of large class size teaching, and makes a concrete application analysis with a case study. Finally, the validity of personalized English assignments is analyzed through experiments and discussions. The purpose of this study is to provide practical reference and reference for ordinary first-line English teachers who recognize personalized English assignments but still wander in teaching practice. It has certain practical value. It is also a beneficial supplement to the research on the design and application of personalized English assignments.
【學(xué)位授予單位】：福建師范大學(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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