自主學習視角下高中英語教學時間管理的研究
發(fā)布時間：2019-05-10 13:30
【摘要】：高中英語的教學時間管理一直是廣大教師比較關(guān)注的問題,中學英語教學改革的出發(fā)點和歸屬是提高教學質(zhì)量。如何在有限的課堂時間里,高效地管理教學時間,以確保教學任務(wù)的順利完成,并能確保學生在學習的過程中表現(xiàn)出濃厚的興趣和積極性,促進學生自主學習能力的發(fā)展,成為當中高中教學的難點。我國現(xiàn)階段的高中英語教學依然采用的是傳統(tǒng)的“教師中心”的教學模式,在這種模式中主要由教師主導(dǎo)課堂,嚴格控制上課時間,把握教學進度。學生習慣于老師在講臺上揮汗如雨,自己在下面記筆記.老師講得激情四射,學生的專注時間長一點,掌握的知識多一點,能夠基本完成知識的傳遞工作,但并不能保證學生綜合能力的發(fā)展。老師講得單調(diào)一點,學生則開始神游,收獲甚少。在這種情況下,即使老師把自己的教學時間控制得再好也無法完成教學任務(wù)。而在自主學習理念主導(dǎo)下的“以學生為中心”的教學模式則能順利解決這些問題。在這種模式下,學生是學習的主體,教師更多地充當后臺控制和輔導(dǎo)者的角色。教師根據(jù)教學進度的安排和學生不斷變化的能力水平,合理安排教學時間,給學生分配適當難度的任務(wù),讓學生通過查資料、練習,掌握知識,并給他們一定的展示機會,使他們在學習過程中找到自信心和成就感,從而提高學習效率。但是這種模式的教學如果無法很好地控制教學時間,整個課堂很容易陷入混亂,很難達到教學目標的要求。本文通過觀察法對兩所學校兩位教師英語教學時間管理的實例進行描述并對比分析了學生自主學習積極性與教學時間管理的關(guān)系,提倡以“學生為中心”的自主學習模式,并針對這一模式會出現(xiàn)的問題進行分析并給與相應(yīng)的解決對策。整篇文章由以下幾個部分組成：首先是緒論,主要包括研究的緣起、目的、意義、方法和文獻綜述。然后是第一章,高中英語教學時間管理的實例及現(xiàn)狀分析,通過觀察兩個學校兩位英語教師的教學時間管理實例,分析了在現(xiàn)有教學時間管理模式下學生的自主學習水平。第二章論述了教學時間和學生的自主學習效率之間的關(guān)系。第一節(jié)首先分析了影響自主學習的因素,主要論述了課堂情境和最近發(fā)展區(qū)對自主學習的影響。第二節(jié)分析了學生自主學習效率與教學時間的關(guān)系。從學生的時間認知、自我效能感、元認知能力三方面表述。第三章是自主學習視角下優(yōu)化教學時間的對策。第一節(jié)論述了自主學習的理論基礎(chǔ)及開展自主學習模式的必要性。第二節(jié)講述了自主學習理念主導(dǎo)下的課堂模式及問題對策。最后結(jié)語部分總結(jié)了本研究的所做工作的不足,以及對未來研究工作的展望和反思。
[Abstract]:The teaching time management of senior high school English has always been a matter of concern to the majority of teachers. The starting point and ownership of middle school English teaching reform is to improve the teaching quality. How to manage the teaching time efficiently in the limited classroom time in order to ensure the smooth completion of the teaching task, and to ensure that the students show strong interest and enthusiasm in the process of learning, and promote the development of students' autonomous learning ability. It has become a difficult point in senior high school teaching. At present, the English teaching in senior high school in our country still adopts the traditional "teacher-centered" teaching mode, in which the teacher leads the classroom, strictly controls the class time and grasps the teaching progress. Students are used to the teacher sweating like rain on the podium, and take notes below. The teacher speaks passionately, the student's focus time is longer, the master knowledge is a little more, can basically complete the knowledge transmission work, but can not guarantee the student comprehensive ability development. The teacher spoke monotonously, while the students began to swim and gain little. In this case, even if the teacher controls his teaching time well, he will not be able to complete the teaching task. The student-centered teaching model led by the concept of autonomous learning can solve these problems smoothly. In this mode, students are the main body of learning, and teachers play the role of background control and guidance. According to the arrangement of teaching progress and the changing level of students' ability, teachers arrange teaching time reasonably, assign students appropriate difficult tasks, let students check materials, practice, master knowledge, and give them certain opportunities to show. Make them find self-confidence and achievement in the process of learning, so as to improve learning efficiency. However, if the teaching time of this model can not be well controlled, the whole classroom is easy to fall into chaos and difficult to meet the requirements of teaching objectives. This paper describes the examples of English teaching time management of two teachers in two schools by means of observation, compares and analyzes the relationship between students' enthusiasm for autonomous learning and teaching time management, and advocates a "student-centered" autonomous learning model. The problems of this model are analyzed and the corresponding countermeasures are given. The whole article is composed of the following parts: first, the introduction, including the origin, purpose, significance, methods and literature review of the study. Then the first chapter analyzes the examples and present situation of English teaching time management in senior high school, and analyzes the students' autonomous learning level under the existing teaching time management mode by observing the teaching time management examples of two English teachers in two schools. The second chapter discusses the relationship between teaching time and students' autonomous learning efficiency. The first section analyzes the factors that affect autonomous learning, mainly discusses the influence of classroom situation and recent development area on autonomous learning. The second section analyzes the relationship between students' autonomous learning efficiency and teaching time. It is expressed from three aspects: students' time cognition, self-efficacy and metacognition ability. The third chapter is the countermeasures to optimize teaching time from the perspective of autonomous learning. The first section discusses the theoretical basis of autonomous learning and the necessity of developing autonomous learning model. The second section describes the classroom model and problem countermeasures led by the concept of autonomous learning. Finally, the conclusion summarizes the shortcomings of the work done in this study, as well as the prospect and reflection of the future research work.
【學位授予單位】：中央民族大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
本文編號：2473686
[Abstract]:The teaching time management of senior high school English has always been a matter of concern to the majority of teachers. The starting point and ownership of middle school English teaching reform is to improve the teaching quality. How to manage the teaching time efficiently in the limited classroom time in order to ensure the smooth completion of the teaching task, and to ensure that the students show strong interest and enthusiasm in the process of learning, and promote the development of students' autonomous learning ability. It has become a difficult point in senior high school teaching. At present, the English teaching in senior high school in our country still adopts the traditional "teacher-centered" teaching mode, in which the teacher leads the classroom, strictly controls the class time and grasps the teaching progress. Students are used to the teacher sweating like rain on the podium, and take notes below. The teacher speaks passionately, the student's focus time is longer, the master knowledge is a little more, can basically complete the knowledge transmission work, but can not guarantee the student comprehensive ability development. The teacher spoke monotonously, while the students began to swim and gain little. In this case, even if the teacher controls his teaching time well, he will not be able to complete the teaching task. The student-centered teaching model led by the concept of autonomous learning can solve these problems smoothly. In this mode, students are the main body of learning, and teachers play the role of background control and guidance. According to the arrangement of teaching progress and the changing level of students' ability, teachers arrange teaching time reasonably, assign students appropriate difficult tasks, let students check materials, practice, master knowledge, and give them certain opportunities to show. Make them find self-confidence and achievement in the process of learning, so as to improve learning efficiency. However, if the teaching time of this model can not be well controlled, the whole classroom is easy to fall into chaos and difficult to meet the requirements of teaching objectives. This paper describes the examples of English teaching time management of two teachers in two schools by means of observation, compares and analyzes the relationship between students' enthusiasm for autonomous learning and teaching time management, and advocates a "student-centered" autonomous learning model. The problems of this model are analyzed and the corresponding countermeasures are given. The whole article is composed of the following parts: first, the introduction, including the origin, purpose, significance, methods and literature review of the study. Then the first chapter analyzes the examples and present situation of English teaching time management in senior high school, and analyzes the students' autonomous learning level under the existing teaching time management mode by observing the teaching time management examples of two English teachers in two schools. The second chapter discusses the relationship between teaching time and students' autonomous learning efficiency. The first section analyzes the factors that affect autonomous learning, mainly discusses the influence of classroom situation and recent development area on autonomous learning. The second section analyzes the relationship between students' autonomous learning efficiency and teaching time. It is expressed from three aspects: students' time cognition, self-efficacy and metacognition ability. The third chapter is the countermeasures to optimize teaching time from the perspective of autonomous learning. The first section discusses the theoretical basis of autonomous learning and the necessity of developing autonomous learning model. The second section describes the classroom model and problem countermeasures led by the concept of autonomous learning. Finally, the conclusion summarizes the shortcomings of the work done in this study, as well as the prospect and reflection of the future research work.
【學位授予單位】：中央民族大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41
【參考文獻】
相關(guān)期刊論文 前5條
1 宋秋前;教學時間的結(jié)構(gòu)化多維分類研究[J];浙江海洋學院學報(人文科學版);2004年02期
2 王清蕾;關(guān)艷;;課堂教學時間管理概念界定及其特性[J];蘭州教育學院學報;2009年01期
3 王后雄;;基于自主學習的課堂教學時間的結(jié)構(gòu)研究[J];內(nèi)蒙古師范大學學報(教育科學版);2007年10期
4 王斌華;關(guān)于稱職教師與不稱職教師的研究[J];外國教育資料;1996年06期
5 張敏;;對課堂教學時間效益最大化的探析[J];現(xiàn)代中小學教育;2008年10期
，本文編號：2473686
本文鏈接：http://sikaile.net/jiaoyulunwen/chuzhongjiaoyu/2473686.html
最近更新
教材專著
