隨著中國(guó)的崛起,城市規(guī)模的迅速發(fā)展,交通成為城市規(guī)模發(fā)展的重要因素。廣西自治區(qū)政府近年將大力發(fā)展城市軌道等新興產(chǎn)業(yè)。城市軌道作為一門(mén)服務(wù)類(lèi)的新專(zhuān)業(yè),重視城軌英語(yǔ)的學(xué)習(xí)必然成為新時(shí)代的需求和號(hào)召。如何提高中職學(xué)校城軌專(zhuān)業(yè)的英語(yǔ)學(xué)習(xí)也日益被學(xué)者們和老師們探討和研究。本研究基于建構(gòu)主義教學(xué)理論和任務(wù)型教學(xué)理論,在對(duì)理實(shí)一體化的定義、特點(diǎn)和原則梳理和分析的基礎(chǔ)上,采用測(cè)試法、問(wèn)卷法及訪談法來(lái)收集實(shí)驗(yàn)數(shù)據(jù)并處理和分析數(shù)據(jù)。理實(shí)一體化教學(xué)模式是借鑒德國(guó)的“雙元制”教學(xué)模式基礎(chǔ)上發(fā)展起來(lái)的一種創(chuàng)新教學(xué),是理論教學(xué)與實(shí)踐教學(xué)結(jié)合在一起,通過(guò)設(shè)定教學(xué)任務(wù)和教學(xué)目標(biāo),讓師生雙方邊教、邊學(xué)、邊做,全程構(gòu)建理論和技能培養(yǎng)框架,豐富課堂教學(xué)和實(shí)踐教學(xué)環(huán)節(jié),提高教學(xué)質(zhì)量。突出學(xué)生動(dòng)手能力和專(zhuān)業(yè)技能的培養(yǎng),充分調(diào)動(dòng)和激發(fā)學(xué)生學(xué)習(xí)興趣的一種教學(xué)方法。本研究選取了柳州市第二職業(yè)技術(shù)學(xué)校17屆城軌1班和2班進(jìn)行了一個(gè)學(xué)期的實(shí)驗(yàn)。在實(shí)驗(yàn)過(guò)程中,對(duì)1班學(xué)生采用理實(shí)一體化教學(xué)方法,對(duì)2班學(xué)生采用傳統(tǒng)的英語(yǔ)教學(xué)法;實(shí)驗(yàn)前后,兩個(gè)班的所有學(xué)生都要參加前測(cè)和后測(cè),前問(wèn)卷和后問(wèn)卷的調(diào)查。為了更好獲得調(diào)查問(wèn)卷的真實(shí)性,在兩個(gè)班級(jí)同時(shí)進(jìn)行... 

【文章來(lái)源】：廣西師范大學(xué)廣西壯族自治區(qū)

【文章頁(yè)數(shù)】：81 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
中文摘要
Abstract
Chapter One Introduction
    1.1 Overview of the Research Background
    1.2 Brief Introduction of Significance and Purposes
    1.3 The Organization of the Thesis
Chapter two Literature Review
    2.1 Description of Integration of Theory and Practice Teaching Method
        2.1.1 Origins of Integration of Theory and Practice Teaching Method
        2.1.2 Definition
    2.2 Theoretical Basis of the Application of the Integration of Theory and Practice Teaching Method
        2.2.1 Constructivism Theory
        2.2.2 Task-Based Language Teaching (TBLT)
    2.3 Principles of Application of the Integration of Theory and Practice Teaching Method
        2.3.1 Transformation of Teacher’s New Role
        2.3.2 Foundation of the Ability of Students
        2.3.3 Interaction between Teacher and Students
        2.3.4 Feasibility of the Tasks
    2.4 Foreign Research and Domestic Research
        2.4.1 Foreign Research
        2.4.2 Domestic Research
Chapter Three Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Tests
        3.3.2 Questionnaires
        3.3.3 Interview
    3.4 Application of Integration of Theory and Practice Teaching Method in EC
        3.4.1 Raising Students’ understanding of Integration of Theory and Practice Teaching Method in EC
        3.4.2 The concrete implementation steps of teaching method
    3.5 Data Collection
Chapter Four Results and Analysis of the Research
    4.1 Data Analysis of Questionnaire
        4.1.1 Data Analysis of pre-questionnaire
        4.1.2 Data Analysis of Post-questionnaire
        4.1.3 Comparative Analysis of the Data of Pre- and Post-questionnaire
    4.2 Data Analysis of the Tests
        4.2.1 Data Analysis of Pre-test
        4.2.2 Data Analysis of Post-test
        4.2.3 Comparative Analysis of the Data of Pre-test and Post-test
    4.3 Analysis of Interview’s Results
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations and Suggestions for Further Research
Bibliography
Appendix 1 Pre- Questionnaire
Appendix 2 Post-Questionnaire
Appendix 3 Original Scores of the written Pre-tes between EC and CC( written test)
Appendix 4 Original Data of Oral English in pre-test between EC and CC (Oral test)
Appendix 5 Original Data of Pretotal-test between EC and CC(Written test+Oral test)
Appendix 6 Original Scores of the Post-test between EC and CC(Written test)
Appendix 7 Original Data of Oral English in Post-test between EC and CC (Oral test)
Appendix 8 Original Data of Posttotal-test between EC and CC(Written test+Oral test)
Appendix 9 The Outline of Interview
Appendix 10 English proficiency for Pre-test(Written test)
Appendix 11 Oral English for Pre-test(Oral test)
Appendix 12 English proficiency for Post-test(Written test)
Appendix 13 Oral English for Post-test(Oral test)
Acknowledgements


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博士論文
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