本文選題：微課　切入點：語法教學(xué)　出處：《延安大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著信息技術(shù)的發(fā)展,學(xué)習(xí)者不斷改變學(xué)習(xí)方式,教師們也在不斷探索新的教學(xué)方式。自從2008年微課開始在國外的教學(xué)中應(yīng)用以來,這一種新的教學(xué)手段受到了許多學(xué)者和教師的關(guān)注。許多研究結(jié)果表明,將微課應(yīng)用于英語教學(xué)中可以提高學(xué)習(xí)效率。但是將微課應(yīng)用于語法教學(xué)的研究相對來說較少,因此,有必要對此作進(jìn)一步的研究。本研究以建構(gòu)主義、細(xì)化理論為理論基礎(chǔ),結(jié)合微課自身的特點,探究微課的應(yīng)用能否改善初中生語法學(xué)習(xí)態(tài)度,以及微課的應(yīng)用能否提高初中生的語法成績。本研究以訪談、調(diào)查問卷和測試為研究工具,以咸陽市永樂鎮(zhèn)中學(xué)八年級兩個班的91名學(xué)生為研究對象。其中1班為對照班,采用傳統(tǒng)教學(xué)法進(jìn)行語法教學(xué);2班為實驗班,采用微課形式進(jìn)行語法教學(xué)。實驗前,同時給實驗班和對照班發(fā)放前測試卷,用SPSS19.0檢測了兩個班學(xué)生的語法成績沒有顯著性差異,然后進(jìn)行實驗。實驗后,向兩個班的學(xué)生發(fā)放調(diào)查問卷,以了解運用微課進(jìn)行語法教學(xué)后學(xué)生的語法學(xué)習(xí)態(tài)度。為了進(jìn)一步明確學(xué)生的態(tài)度,從實驗班選出不同學(xué)習(xí)水平的學(xué)生進(jìn)行訪談。同時,對兩個班進(jìn)行了實驗后語法測試,以檢驗將微課應(yīng)用于初中英語語法教學(xué)是否能夠提高學(xué)生的語法學(xué)習(xí)效果。實驗研究結(jié)果表明:通過微課進(jìn)行初中英語語法教學(xué),實驗班學(xué)生的語法學(xué)習(xí)態(tài)度有所改善,學(xué)生的語法學(xué)習(xí)效果也有了顯著地提高。因此,在初中英語語法教學(xué)中,運用微課這種新型的教學(xué)手段是很有效的。針對本次研究,筆者提出一些建議,教師在語法教學(xué)中應(yīng)該設(shè)計出更多吸引學(xué)生的微課,不斷完善視頻,能夠?qū)崿F(xiàn)資源共享。實驗研究的結(jié)果由于時間有限,所以缺乏普遍性,因此還需要進(jìn)一步探索。將微課運用在英語語法教學(xué)對于外語學(xué)習(xí)者來說有著很大的優(yōu)勢和研究價值,需要不斷探索,從而更好地將微課運用在英語教學(xué)中。
[Abstract]:With the development of information technology, learners are constantly changing their learning methods and teachers are exploring new teaching methods. This new teaching method has attracted the attention of many scholars and teachers. Many research results show that the application of micro-lessons in English teaching can improve the learning efficiency. However, there is less research on the application of micro-lessons in grammar teaching. This study is based on constructivism and refinement theory, combining with the characteristics of micro-lesson itself, to explore whether the application of micro-class can improve the grammar learning attitude of junior high school students. And whether the application of micro-class can improve the grammar scores of junior high school students. This study takes interviews, questionnaires and tests as the research tools, and takes 91 students from two classes in the eighth grade of Yongle Town Middle School in Xianyang City as the research objects. Class 1 is the control class. Using the traditional teaching method to teach grammar in class 2 as the experimental class and microclass as the form of grammar teaching. Before the experiment, the students in the experimental class and the control class were given out the test papers before the experiment. The students' grammar scores of the two classes were not significantly different by SPSS19.0. Then the experiment. After the experiment, the students in the two classes were given questionnaires to understand the students' attitude towards grammar learning after the grammar teaching in microclass. In order to further clarify the students' attitude, Students with different learning levels were selected from the experimental class for interviews. At the same time, the two classes were given post-experimental grammar tests. The result of the experiment shows that the grammar learning attitude of the students in the experimental class can be improved by applying the micro-class to the grammar teaching in junior middle school. Therefore, in junior middle school English grammar teaching, it is very effective to use micro-class as a new teaching method. In view of this study, the author puts forward some suggestions. Teachers should design more micro-classes to attract students in grammar teaching, improve the video continuously, and realize the sharing of resources. The results of experimental research are limited in time, so they lack universality. Therefore, further exploration is needed. The application of micro-lessons in English grammar teaching has great advantages and research value for foreign language learners, and needs to be explored constantly, so that micro-lessons can be better applied in English teaching.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41;G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 李柏林;熊思雨;;細(xì)化理論視域下的高中歷史微課設(shè)計[J];湖北師范學(xué)院學(xué)報(哲學(xué)社會科學(xué)版);2016年06期

2 何淑琴;;初中英語語法教學(xué)微課的制作原則及方法[J];學(xué)周刊;2016年07期

3 張靜;;微課在初中英語詞匯教學(xué)中的運用[J];基礎(chǔ)教育研究;2015年23期

4 李俊麗;;微課在獨立學(xué)院英語語法教學(xué)中的應(yīng)用[J];現(xiàn)代語文(學(xué)術(shù)綜合版);2015年12期

5 桂花;;論微課在高職英語語法教學(xué)改革中的運用價值[J];高教學(xué)刊;2015年22期

6 劉曉芳;;基于微課的高職英語口語自主學(xué)習(xí)模式研究[J];英語教師;2014年10期

7 胡鐵生;詹春青;;中小學(xué)優(yōu)質(zhì)“微課”資源開發(fā)的區(qū)域?qū)嵺`與啟示[J];中國教育信息化;2012年22期

8 胡鐵生;;“微課”:區(qū)域教育信息資源發(fā)展的新趨勢[J];電化教育研究;2011年10期

9 豐玉芳;;建構(gòu)主義學(xué)習(xí)設(shè)計六要素在英語教學(xué)中的應(yīng)用[J];外語與外語教學(xué);2006年06期

10 章偉民;建構(gòu)主義及其教學(xué)設(shè)計原則[J];外語電化教學(xué);2000年03期

相關(guān)碩士學(xué)位論文 前3條

1 于茗冉;微課在初中英語語法教學(xué)中的應(yīng)用[D];內(nèi)蒙古師范大學(xué);2016年

2 侯麗聰;情境法在初中英語語法教學(xué)中的應(yīng)用研究[D];渤海大學(xué);2016年

3 胡丹;基于微課的高中英語語法教學(xué)研究[D];四川外國語大學(xué);2016年

，

本文編號：1648111