發(fā)布時間：2021-11-29 00:51

　　長期以來,外語教學受“應試教育”的影響,應試必考項目在課堂上得到有效的訓練。口語教學的呼聲雖然高漲,但在課堂中并未得到真正的重視。許多教師能熟練再現(xiàn)與教材有關的知識點,但大多數(shù)教師忽視對學生交際能力的培養(yǎng),也缺乏必要的口語教學策略與方法。即使部分教師重視口語教學,因某些局限性,教學效果差強人意,未能達到口語教學目標的要求。鑒于此,筆者在本�！傲h(huán)節(jié)”英語教學模式的基礎上注入生態(tài)課堂理念,形成了“六環(huán)節(jié)”生態(tài)課堂模式,以期提高學生的口語交際能力及口語學習的興趣和信心。因此,筆者在所任教的八年級兩個平行班進行了對比實驗研究。主要研究兩個問題:（1）“六環(huán)節(jié)”生態(tài)課堂模式能否提高學生的口語表達能力。（2）“六環(huán)節(jié)”生態(tài)課堂模式能否提高學生口語學習的興趣和信心。在實驗前,筆者發(fā)放了260份調(diào)查問卷,并在筆者所任教的兩個班級進行了實驗前測。實驗后隨機抽取實驗班的5名學生進行了實驗后訪談,同時對兩個班級進行了實驗后測。通過數(shù)據(jù)分析,得出的研究發(fā)現(xiàn):在學習效果方面:從朗誦短文、情景閱讀、話題簡述、總分四個項目來看,實驗前兩個班級T-test差距不顯著,實驗后T-test差距顯著。在學習興趣和信心方面... 

【文章來源】：魯東大學山東省

【文章頁數(shù)】：76 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 The Background of this Study
        1.1.1 The Situation of Oral English Teaching
        1.1.2 The Situation of Oral English Learning
        1.1.3 Objective Conditions
    1.2 Purpose and Significance of this Study
    1.3 Overall Structure of this Thesis
Chapter Two Literature Review
    2.1 Introduction of Six-step Ecological Class Model
        2.1.1 Definition of Six-step Ecological Class Model
        2.1.2 Essence of Six-step Ecological Class Model
        2.1.3 Characteristics of Six-step Ecological Class Model
        2.1.4 Differences From the Traditional Model
    2.2 Theoretical Framework
        2.2.1 Education Ecology Theories
        2.2.2 Multiple Intelligence Theories
        2.2.3 Humanistic Theories
        2.2.4 Characteristics of Oral English Study
        2.2.5 Psychological Characteristics of Students in Junior High Schools
    2.3 Research Status
        2.3.1 Previous Studies on Ecological Class Abroad
        2.3.2 Previous Studies on Ecological Class in China
        2.3.3 Previous Studies on Oral English Teaching Abroad
        2.3.4 Previous Studies on Oral English Teaching in China
    2.4 Limitation of Research
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
    3.4 Data Collection
    3.5 Data Analysis
    3.6 Experimental Scheme
        3.6.1 Experimental Preparation
        3.6.2 Experimental Purpose
        3.6.3 Experimental Principles
        3.6.4 Experimental Procedures
        3.6.5 Six-step Ecological Class Model Case
Chapter Four Results and Discussion
    4.1 Differences in the Aspect of Oral English Expression
    4.2 Differences in Students'Interest and Confidence
Chapter Five Conclusion
    5.1 The Major Findings
    5.2 Implications of this Study
    5.3 Limitations of this Study
    5.4 Suggestions for Future Study
References
Appendix One Pre-test of Oral English
Appendix Two Post-test of Oral English
Appendix Three Interview Questions
Appendix Four Questionnaires
Appendix Five Results of Pre-test and Post-test
About the Author


【參考文獻】：
期刊論文
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[3]第二語言口語流利性發(fā)展的理論模式[J]. 張文忠.  現(xiàn)代外語. 1999(02)

博士論文
[1]英語教學生態(tài)模式研究[D]. 吳文.西南大學 2012
[2]中小學生態(tài)課堂的理論與實踐研究[D]. 杜亞麗.東北師范大學 2011

碩士論文
[1]縣級普通中學英語口語教學中存在的問題及對策[D]. 薛嘉楠.哈爾濱師范大學 2018
[2]課堂教學生態(tài)及其優(yōu)化研究[D]. 王興華.陜西師范大學 2007
[3]論生態(tài)課堂及其構建[D]. 管月飛.安徽師范大學 2007



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