發(fā)布時(shí)間：2023-10-29 18:05

　　在我國(guó)英語(yǔ)課程大力改革的背景下,英語(yǔ)教師愈加重視教學(xué)的效果和學(xué)生的學(xué)習(xí)效果。教師們?cè)谧陨淼膶?shí)踐中積極探索,努力嘗試各種途徑以提高教學(xué)效果。我國(guó)英語(yǔ)課堂教學(xué)效率低的一個(gè)重要因素是由于教學(xué)信息傳遞效率不高。鑒于此,筆者選定基于建構(gòu)主義學(xué)習(xí)理論的英語(yǔ)教學(xué)傳遞策略設(shè)計(jì)進(jìn)行研究,目的在于為我國(guó)英語(yǔ)教師從提高教學(xué)信息的傳遞效率來(lái)提高教學(xué)效果提供理論支持和實(shí)踐指導(dǎo)。 本文針對(duì)中國(guó)英語(yǔ)課堂教學(xué)的英語(yǔ)教學(xué)信息傳遞和傳遞策略設(shè)計(jì)中存在的問(wèn)題,創(chuàng)新性的將建構(gòu)主義學(xué)習(xí)理論、傳播學(xué)理論和教學(xué)設(shè)計(jì)結(jié)合起來(lái),闡述教學(xué)信息的流向和教學(xué)信息傳遞的有效性,詳細(xì)論述英語(yǔ)教學(xué)傳遞策略設(shè)計(jì)的原則和方法,從而能夠給英語(yǔ)教師提供英語(yǔ)教學(xué)傳遞策略設(shè)計(jì)的理論支持：并選定四川省川師附中進(jìn)行課堂觀摩,充分結(jié)合英語(yǔ)課堂教學(xué)實(shí)際,針對(duì)不同知識(shí)類型的英語(yǔ)教學(xué)、不同語(yǔ)言技能的教學(xué)和不同學(xué)習(xí)風(fēng)格學(xué)生的教學(xué),提出可操作的英語(yǔ)教學(xué)傳遞策略設(shè)計(jì)模式。 全文共分為六章。 第一章說(shuō)明了本研究的目的、過(guò)程及意義。 第二章就前人有關(guān)英語(yǔ)教學(xué)傳遞策略設(shè)計(jì)研究的理論做了綜述。 第三章以建構(gòu)主義學(xué)習(xí)理論為指導(dǎo),結(jié)合多種傳播模式,在羅密佐斯基的雙向傳播模式基礎(chǔ)上,針對(duì)不...

【文章頁(yè)數(shù)】：87 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Research background
    1.2 Purpose and significance of the study
    1.3 Structure of the study
Chapter Two Theoretical Foundation for English Instructional Delivery Strategy Design
    2.1 Basic theories
        2.1.1 The learning theory of constructivism
        2.1.2 Instructional delivery strategies and communication
        2.1.3 Instructional design
        2.1.4 Interface hypothesis
    2.2 English instructional modes in constructivism
        2.2.1 Scaffolding instruction
        2.2.2 Anchored instruotion
        2.2.3 Random access instruction
    2.3 Literature review about communication theories
        2.3.1 Lasswell's model
        2.3.2 Channon Weaver model
        2.3.3 Romiszowski's bidirectional model
        2.3.4 Osgood and Schramm circular model
        2.3.5 SMCR model of D.Berlo
Chapter Three Principles and Modes for English Instructional Delivery Strategies'Design
    3.1 Relationship between instructional strategies and instructional design
    3.2 The relationship between instructional strategies and instructional modes
    3.3 The principle and mode for instructional delivery strategy design of different knowledge
        3.3.1 Classifications of knowledge
        3.3.2 Knowledge construction
        3.3.3 The principles and mode for instructional delivery strategy design of declarative knowledge
            3.3.3.1 The study of declarative knowledge
            3.3.3.2 The principles and mode for declarative knowledge instructional delivery
        3.3.4 The principles and mode of instructional delivery strategies design of procedural knowledge
            3.3.4.1 The study of procedural knowledge
            3.3.4.2 The principles and mode for procedural knowledge instrucitonal delivery
        3.3.5 The principles and mode for instructional delivery strategies design of strategic knowledge
            3.3.5.1 The study of strategic knowledge
            3.3.5.2 The principles and mode for strategic knowledge instructional delivery
    3.4 The principles and mode for instructional delivery strategies design of language skills
        3.4.1 The principles for instructional delivery stratgies of language skills
        3.4.2 The modes for instructional delivery strategies of language skills
    3.5 The principles and mode for instructional delivery strategies design of different learning styles studentS
        3.5.1 Theory of learning styles
        3.5.2 Classifications of learning styles
        3.5.3 The principles and modes for different learning styles students' instructional delivery
Chapter Four Analysis of Case Study in Affiliated Middle School Attached to SichuanJormal University
    4.1 Purpose of the study
    4.2 Methodology
    4.3 Subjects
    4.4 Case analysis of instructional delivery strategy's design for different types of knowledge
        4.4.1 Analysis of the practical cases of instructional delivery strategy design of declarative knowledge
        4.4.2 Analysis of the practical case of instructional delivery strategy design of procedural knowledge
        4.4.3 Analysis of the practical case of instructional delivery strategy's design of strategic knowledge
    4.5 Analysis of the practical case of instructional delivery strategy's design of English "listening-speaking" classroom instruction
    4.6 Analysis of the practical case of instructional delivery strategy's design ofdifferent learning style students
Chapter Five Suggestions for Practicing English Instructional Delivery Strategies
    5.1 The cultivation of cognitive strategy
    5.2 The cultivation of regulation strategy
    5.3 The cultivation of communicative strategy
    5.4 The cultivation of resource strategy
Chapter Six Conclusions
Bibliography
Acknowledgements



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