本文選題：英語　切入點：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，英語是從基礎(chǔ)教育到高等教育的必修課。英語教育到底應(yīng)該具備怎樣的知識，近年來引發(fā)越來越多外語教學(xué)研究者的熱烈討論，原因是英語在社會生活中的重要性與日俱增，想要學(xué)好英語除了要有正確的方法，英語教師的素質(zhì)也至關(guān)重要。教師職前教育是職業(yè)發(fā)展過程中一個非常重要的環(huán)節(jié)，而綜合英語課程（高年級時也叫做高級英語）作為英語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。本文的目標是從英語師范生職業(yè)發(fā)展的角度來檢驗綜合英語教材課文中包含的知識能否滿足學(xué)生的需求，從而探討師范綜合英語教材課文選材應(yīng)有的原則和理念。 本研究選擇了新中國成立以來英語專業(yè)學(xué)生使用較多、認可度較大的15套綜合英語教材，對每套教材的主題進行定性分類與定量分析，統(tǒng)計出課文主題的分配情況。同時對完成教學(xué)實習(xí)的師范英語專業(yè)大四學(xué)生進行問卷調(diào)查，對中學(xué)英語教師和教材編寫者進行訪談，以他們的視角對綜合英語教材的使用情況做出評價并且針對課文選材提出意見。通過研究作者得到以下發(fā)現(xiàn)：1）綜合英語教材中百科知識比較豐富，涉及到包括社會、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、性格塑造等各個方面，基本能夠滿足師范生在知識面拓展方面的需求。2）綜合英語教材提供的能體現(xiàn)英語教師專業(yè)性的學(xué)科教學(xué)知識并不多，比如課堂教案的設(shè)計、課堂管理、教學(xué)評價標準等知識涉及的很少，也不能滿足學(xué)生培養(yǎng)英語教學(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)時效性和前瞻性，因此傳遞的信息相對滯后，因而會喪失文章的趣味性。 基于本研究的結(jié)論與發(fā)現(xiàn)，作者對今后師范生綜合英語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）適量增加英語學(xué)科教學(xué)知識的課文。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。4）在堅持英語語言技能訓(xùn)練的同時，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、尊重學(xué)生，樂于奉獻和追求自我價值實現(xiàn)等。 圍繞以上幾點，本文作者構(gòu)建了一個師范生綜合英語教材課文編寫的框架。該框架包括課文選材應(yīng)有的理念，對知識內(nèi)容的選擇和順序安排，以及對大綱詞匯的有效處理。作者認為，師范生綜合英語教材的課文注重體現(xiàn)對師范生專業(yè)素質(zhì)的培養(yǎng)，既要傳遞百科知識擴大學(xué)生的眼界和知識范圍，也要傳遞英語教師應(yīng)該具備的核心知識，如學(xué)科教學(xué)知識和教育心理知識等。具體到編寫細節(jié)，就要考慮到課文A、B、C負責(zé)承載哪些主題知識，以區(qū)分知識的重點、難點，同時兼顧到大綱規(guī)定詞匯的學(xué)習(xí)，保證學(xué)生順利通過英語專業(yè)等級考試的要求。
[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)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G652;H319.3

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