發(fā)布時(shí)間：2018-03-12 18:44

  本文選題：英語(yǔ)　切入點(diǎn)：師范　出處：《上海師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：在中國(guó)，英語(yǔ)是從基礎(chǔ)教育到高等教育的必修課。英語(yǔ)教育到底應(yīng)該具備怎樣的知識(shí)，近年來(lái)引發(fā)越來(lái)越多外語(yǔ)教學(xué)研究者的熱烈討論，原因是英語(yǔ)在社會(huì)生活中的重要性與日俱增，想要學(xué)好英語(yǔ)除了要有正確的方法，英語(yǔ)教師的素質(zhì)也至關(guān)重要。教師職前教育是職業(yè)發(fā)展過(guò)程中一個(gè)非常重要的環(huán)節(jié)，而綜合英語(yǔ)課程（高年級(jí)時(shí)也叫做高級(jí)英語(yǔ)）作為英語(yǔ)師范生大一到大四的一門必修課，在專業(yè)課程中比重最大，，應(yīng)該得到足夠的重視。本文的目標(biāo)是從英語(yǔ)師范生職業(yè)發(fā)展的角度來(lái)檢驗(yàn)綜合英語(yǔ)教材課文中包含的知識(shí)能否滿足學(xué)生的需求，從而探討師范綜合英語(yǔ)教材課文選材應(yīng)有的原則和理念。 本研究選擇了新中國(guó)成立以來(lái)英語(yǔ)專業(yè)學(xué)生使用較多、認(rèn)可度較大的15套綜合英語(yǔ)教材，對(duì)每套教材的主題進(jìn)行定性分類與定量分析，統(tǒng)計(jì)出課文主題的分配情況。同時(shí)對(duì)完成教學(xué)實(shí)習(xí)的師范英語(yǔ)專業(yè)大四學(xué)生進(jìn)行問(wèn)卷調(diào)查，對(duì)中學(xué)英語(yǔ)教師和教材編寫者進(jìn)行訪談，以他們的視角對(duì)綜合英語(yǔ)教材的使用情況做出評(píng)價(jià)并且針對(duì)課文選材提出意見(jiàn)。通過(guò)研究作者得到以下發(fā)現(xiàn)：1）綜合英語(yǔ)教材中百科知識(shí)比較豐富，涉及到包括社會(huì)、文化、政治、生態(tài)、科技、以及人文修養(yǎng)、人際關(guān)系、倫理道德、性格塑造等各個(gè)方面，基本能夠滿足師范生在知識(shí)面拓展方面的需求。2）綜合英語(yǔ)教材提供的能體現(xiàn)英語(yǔ)教師專業(yè)性的學(xué)科教學(xué)知識(shí)并不多，比如課堂教案的設(shè)計(jì)、課堂管理、教學(xué)評(píng)價(jià)標(biāo)準(zhǔn)等知識(shí)涉及的很少，也不能滿足學(xué)生培養(yǎng)英語(yǔ)教學(xué)能力的需要。3）教材中課文內(nèi)容稍顯陳舊，選材不能體現(xiàn)時(shí)效性和前瞻性，因此傳遞的信息相對(duì)滯后，因而會(huì)喪失文章的趣味性。 基于本研究的結(jié)論與發(fā)現(xiàn)，作者對(duì)今后師范生綜合英語(yǔ)教材課文的選材提出以下建議：1）教材編寫之前需要展開大規(guī)模需求分析。2）適量增加英語(yǔ)學(xué)科教學(xué)知識(shí)的課文。3）培養(yǎng)學(xué)生終身學(xué)習(xí)的習(xí)慣與教學(xué)反思意識(shí)。4）在堅(jiān)持英語(yǔ)語(yǔ)言技能訓(xùn)練的同時(shí)，重視培養(yǎng)學(xué)生的師德素質(zhì)及樹立正確的職業(yè)信念，表現(xiàn)為關(guān)愛(ài)、尊重學(xué)生，樂(lè)于奉獻(xiàn)和追求自我價(jià)值實(shí)現(xiàn)等。 圍繞以上幾點(diǎn)，本文作者構(gòu)建了一個(gè)師范生綜合英語(yǔ)教材課文編寫的框架。該框架包括課文選材應(yīng)有的理念，對(duì)知識(shí)內(nèi)容的選擇和順序安排，以及對(duì)大綱詞匯的有效處理。作者認(rèn)為，師范生綜合英語(yǔ)教材的課文注重體現(xiàn)對(duì)師范生專業(yè)素質(zhì)的培養(yǎng)，既要傳遞百科知識(shí)擴(kuò)大學(xué)生的眼界和知識(shí)范圍，也要傳遞英語(yǔ)教師應(yīng)該具備的核心知識(shí)，如學(xué)科教學(xué)知識(shí)和教育心理知識(shí)等。具體到編寫細(xì)節(jié)，就要考慮到課文A、B、C負(fù)責(zé)承載哪些主題知識(shí)，以區(qū)分知識(shí)的重點(diǎn)、難點(diǎn)，同時(shí)兼顧到大綱規(guī)定詞匯的學(xué)習(xí)，保證學(xué)生順利通過(guò)英語(yǔ)專業(yè)等級(jí)考試的要求。
[Abstract]:In China, English is a compulsory course from basic education to higher education. In recent years, more and more researchers in foreign language teaching have been discussing what kind of knowledge English education should have. The reason is that English is becoming more and more important in social life. In order to learn English well, the quality of English teachers is also very important. Pre-service education is a very important link in the process of professional development. As a compulsory course for English teachers' freshmen to senior students, comprehensive English courses (also called advanced English in senior grades) have the largest proportion in professional courses. The aim of this paper is to test whether the knowledge contained in the text can meet the needs of the students from the perspective of professional development of English teachers. Therefore, this paper probes into the principles and concepts of text selection in the comprehensive English teaching materials for teachers' colleges. In this study, 15 sets of comprehensive English teaching materials, which have been widely used and accepted by English majors since the founding of New China, are selected to classify and analyze the subjects of each set of textbooks qualitatively and quantitatively. At the same time, a questionnaire survey was conducted among the senior English majors who completed the teaching practice, and interviews were conducted among the middle school English teachers and the textbook writers. From their perspective, the author evaluates the use of comprehensive English textbooks and offers suggestions on the selection of text materials. The author finds that the following findings are as follows: 1) Encyclopedic knowledge in integrated English textbooks is relatively rich, involving both society and culture. Politics, ecology, science and technology, humanities, relationships, ethics, character building, etc. It can basically meet the needs of teachers' students in the field of knowledge development. 2) the comprehensive English teaching materials provide not much subject teaching knowledge that reflects the professional nature of English teachers, such as the design of classroom teaching plans, classroom management, The knowledge involved in teaching evaluation standards is few, and it can not meet the needs of the students to cultivate their English teaching ability. 3) the text content in the textbook is a little obsolete, the material selection can not reflect the timeliness and foresight, so the information transmitted is relatively lagging behind. As a result, the interest of the article will be lost. Based on the conclusions and findings of this study, The author puts forward the following suggestions on the selection of text materials for teachers' college students' comprehensive English teaching materials: 1) before compiling the textbook, we need to carry out large-scale needs analysis. 2) appropriate amount of text. 3) to increase the teaching knowledge of English subjects) to cultivate students' habit of lifelong learning. Habit and teaching introspection consciousness. 4) while persisting in English language skill training, Attention should be paid to the cultivation of students' moral qualities and the establishment of correct professional beliefs, which can be manifested as caring, respecting students, being willing to give and pursue the realization of self-worth, and so on. Around the above points, the author constructs a framework for the compilation of comprehensive English textbooks for normal school students. The framework includes the concept of text selection, the selection of knowledge content and the arrangement of the sequence of knowledge. And how to deal with the outline vocabulary effectively. The author thinks that the text of the comprehensive English textbook for normal school students should pay attention to the cultivation of their professional quality, and should transfer encyclopedic knowledge to expand the students' horizon and scope of knowledge. It is also necessary to transfer the core knowledge that English teachers should possess, such as subject teaching knowledge and educational psychological knowledge, etc. When it comes to writing details, it is necessary to take into account what subject knowledge the text is responsible for carrying, so as to distinguish the key and difficult points of the knowledge. At the same time, the syllabus of vocabulary learning, to ensure that students pass the requirements of the English professional grade examination.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：G652;H319.3

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 申繼亮,王凱榮;論教師的教學(xué)能力[J];北京師范大學(xué)學(xué)報(bào)(人文社會(huì)科學(xué)版);2000年01期

2 陳荷榮;師范院校英語(yǔ)專業(yè)呼喚自己的教學(xué)大綱[J];高等師范教育研究;2000年01期

3 唐玉光;基于教師專業(yè)發(fā)展的教師教育制度[J];高等師范教育研究;2002年05期

4 胡定榮;;影響優(yōu)秀教師成長(zhǎng)的因素——對(duì)特級(jí)教師人生經(jīng)歷的樣本分析[J];教師教育研究;2006年04期

5 董金偉;;教師專業(yè)發(fā)展與外語(yǔ)師資培養(yǎng)——廣東外語(yǔ)外貿(mào)大學(xué)英語(yǔ)教育專業(yè)課程設(shè)置探討[J];廣東外語(yǔ)外貿(mào)大學(xué)學(xué)報(bào);2007年03期

6 吳一安;;外語(yǔ)教師研究:成果與啟示[J];外語(yǔ)教學(xué)理論與實(shí)踐;2008年03期

7 周燕;;中國(guó)高校英語(yǔ)教師發(fā)展模式研究[J];外語(yǔ)教學(xué)理論與實(shí)踐;2008年03期

8 鄒為誠(chéng);;中國(guó)基礎(chǔ)教育階段外語(yǔ)教師的職前教育研究[J];外語(yǔ)教學(xué)理論與實(shí)踐;2009年01期

9 朱鐘毅;;高師英語(yǔ)專業(yè)高年級(jí)教材第五至第八冊(cè)簡(jiǎn)介[J];國(guó)外外語(yǔ)教學(xué);1994年02期

10 張雪梅;關(guān)于兩個(gè)英語(yǔ)教材評(píng)估標(biāo)準(zhǔn)[J];解放軍外國(guó)語(yǔ)學(xué)院學(xué)報(bào);2001年02期

相關(guān)博士學(xué)位論文 前1條

1 盛迪韻;中學(xué)英語(yǔ)職前教師專業(yè)知識(shí)建構(gòu)研究[D];上海師范大學(xué);2009年

相關(guān)碩士學(xué)位論文 前1條

1 殷小麗;對(duì)英語(yǔ)專業(yè)教材中詞匯和練習(xí)設(shè)置的一項(xiàng)調(diào)查研究[D];上海外國(guó)語(yǔ)大學(xué);2008年

本文編號(hào)：1602813