發(fā)布時(shí)間：2018-01-22 18:51

  本文關(guān)鍵詞： 小學(xué)低年級(jí) 英語(yǔ)課堂 詞匯教學(xué) 互動(dòng)教學(xué)活動(dòng)　出處：《揚(yáng)州大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：課堂教學(xué)的質(zhì)量一直以來(lái)都是教師和教育研究者關(guān)注的焦點(diǎn)。有效的課堂教學(xué)與高質(zhì)量的課堂互動(dòng)密切相關(guān)。在新一輪基礎(chǔ)教育改革的倡導(dǎo)下,學(xué)生的主體地位不斷得到重視。推動(dòng)學(xué)生全面英語(yǔ)語(yǔ)言能力的發(fā)展成為了英語(yǔ)教學(xué)的總體目標(biāo)。互動(dòng)教學(xué)逐步代替了傳統(tǒng)的教學(xué)方法。對(duì)于英語(yǔ)課堂中互動(dòng)教學(xué)活動(dòng)使用情況的調(diào)查,有助于深入了解互動(dòng)教學(xué)在基礎(chǔ)教育英語(yǔ)課堂中的實(shí)施情況。本文旨在研究小學(xué)低年級(jí)英語(yǔ)詞匯課堂中互動(dòng)教學(xué)活動(dòng)的使用現(xiàn)狀,通過(guò)對(duì)小學(xué)低年級(jí)階段英語(yǔ)課堂中詞匯互動(dòng)教學(xué)活動(dòng)的使用情況進(jìn)行觀察研究,旨在了解互動(dòng)教學(xué)活動(dòng)在小學(xué)低年級(jí)英語(yǔ)詞匯課堂中的運(yùn)用和實(shí)施情況,并且通過(guò)對(duì)學(xué)生對(duì)互動(dòng)教學(xué)活動(dòng)使用的滿意度的調(diào)查,進(jìn)一步得出互動(dòng)教學(xué)在小學(xué)英語(yǔ)詞匯課堂中實(shí)施的有益啟示。本研究的理論基礎(chǔ)基于新一輪基礎(chǔ)教育改革所提倡的人本主義和建構(gòu)主義教育理論,此外,二語(yǔ)習(xí)得理論中“可理解性輸入假說(shuō)”、“輸出假說(shuō)”、“互動(dòng)理論”,互動(dòng)語(yǔ)言教學(xué)相關(guān)理論和國(guó)內(nèi)外小學(xué)詞匯教學(xué)的相關(guān)理論也為本研究提供基礎(chǔ)。具體研究問(wèn)題包括:1.小學(xué)低年級(jí)英語(yǔ)詞匯課堂中,教師使用了哪些互動(dòng)教學(xué)活動(dòng)?2.以上互動(dòng)教學(xué)活動(dòng)的具體開展情況如何?3.學(xué)生對(duì)互動(dòng)教學(xué)活動(dòng)使用的滿意度如何?哪些互動(dòng)教學(xué)活動(dòng)最容易為學(xué)生所接受?研究采用課堂觀察法、訪問(wèn)法和問(wèn)卷法,通過(guò)課堂視頻錄像、隨堂觀課筆記、師生訪談和問(wèn)卷的形式了解互動(dòng)教學(xué)活動(dòng)在小學(xué)低年級(jí)英語(yǔ)詞匯課堂中的實(shí)施現(xiàn)狀和效果。研究選取南京某小學(xué)一、二年級(jí)共的四個(gè)班作為觀察對(duì)象,跟蹤調(diào)查四名英語(yǔ)老師在課堂詞匯教學(xué)的過(guò)程中,使用了哪些互動(dòng)教學(xué)活動(dòng),互動(dòng)教學(xué)活動(dòng)的實(shí)施狀況如何。數(shù)據(jù)收集和處理包括以下五步:第一步是課堂觀摩和錄像,在聽課的過(guò)程中,使用視頻錄像設(shè)備對(duì)4名教師的課堂教學(xué)進(jìn)行錄像,并做筆記。第二步是問(wèn)卷發(fā)放,讓學(xué)生填寫。第三步是師生訪談。第四步是視頻轉(zhuǎn)寫,將記錄的8節(jié)課轉(zhuǎn)寫成文字語(yǔ)料。第五步,利用Excel軟件分析從轉(zhuǎn)寫的視頻材料,聽課筆記和問(wèn)卷調(diào)查中獲得的數(shù)據(jù)。并結(jié)合師生訪談結(jié)果,分析得出相關(guān)研究結(jié)果。本調(diào)查研究的主要結(jié)論如下:1)小學(xué)低年級(jí)英語(yǔ)詞匯課堂中,教師使用了以下互動(dòng)教學(xué)活動(dòng):互動(dòng)性話語(yǔ)、互動(dòng)性肢體語(yǔ)言,互動(dòng)性詞匯操練活動(dòng)和互動(dòng)性教具的使用。2)在詞匯的呈現(xiàn)過(guò)程中,教師的互動(dòng)性話語(yǔ)和互動(dòng)性肢體語(yǔ)言的使用最頻繁。教師的互動(dòng)性話語(yǔ)和互動(dòng)性肢體語(yǔ)言的使用有助于教師提出問(wèn)題,引發(fā)學(xué)生思考并給予反饋,解釋新詞匯的意思,教授新詞匯的發(fā)音和拼寫。教師互動(dòng)性話語(yǔ)中,提問(wèn)類型以展示性問(wèn)題和參考性問(wèn)題為主,同時(shí),教師注意運(yùn)用多種提問(wèn)策略,如改述、簡(jiǎn)化、重復(fù)和探究策略,幫助學(xué)生理解問(wèn)題,輸出新詞匯。教師反饋中,教師傾向使用積極表?yè)P(yáng)提升學(xué)習(xí)詞匯的信心,如簡(jiǎn)單表?yè)P(yáng)、肯定性重復(fù)表?yè)P(yáng)和物質(zhì)獎(jiǎng)勵(lì),同時(shí),教師還注重詞匯錯(cuò)誤的糾正,以教師直接告知和請(qǐng)其他同學(xué)再次回答為主。詞匯呈現(xiàn)的過(guò)程中,教師還使用了大量的互動(dòng)性肢體語(yǔ)言闡釋新詞匯的意思,教授新詞匯的發(fā)音和拼寫,如面部表情的變化,眼神交流和肢體的運(yùn)動(dòng),其中,微笑、手指比劃和眼神交流的使用最頻繁。在詞匯的操練階段,教師設(shè)計(jì)了豐富的互動(dòng)詞匯操練活動(dòng),包括游戲、歌曲、舞蹈和角色扮演等,其中游戲的類型還可細(xì)分為多種,如“我說(shuō)你做”、“小火車”等。此外,在詞匯教學(xué)過(guò)程中,教師還使用了許多輔助教學(xué)工具與學(xué)生進(jìn)行互動(dòng),提升詞匯的直觀教學(xué)效果,教具的使用包括多媒體、單詞卡片、照片、板書貼紙、模型和實(shí)物等。3)學(xué)生對(duì)于詞匯課上互動(dòng)教學(xué)活動(dòng)的使用情況基本滿意,學(xué)生傾向于教師使用大量的互動(dòng)性話語(yǔ)和豐富的互動(dòng)性肢體語(yǔ)言呈現(xiàn)新詞匯的意思,發(fā)音和拼寫,其中微笑、眼神交流和手勢(shì)比劃是學(xué)生最容易被學(xué)生接受,同時(shí),多樣化的互動(dòng)詞匯操練活動(dòng)和互動(dòng)輔助教具的使用也增強(qiáng)了學(xué)生詞匯學(xué)習(xí)的興趣,在學(xué)生中較受歡迎。然而學(xué)生的滿意度尚有提升的空間,具體體現(xiàn)在,在教師的互動(dòng)性話語(yǔ)方面,學(xué)生希望教師提出更多的參考性問(wèn)題,使用更多的探究和連續(xù)提問(wèn)策略促進(jìn)學(xué)生詞匯的進(jìn)一步輸出,同時(shí),帶有評(píng)價(jià)語(yǔ)和物質(zhì)獎(jiǎng)勵(lì)的表?yè)P(yáng)方式也是學(xué)生喜歡的積極反饋方式,學(xué)生希望教師多使用這些積極反饋方式,并且能夠在教師的鼓勵(lì)下自我糾正詞匯錯(cuò)誤,增強(qiáng)詞匯學(xué)習(xí)的信心和積極性。學(xué)生還希望教師設(shè)計(jì)更多新的互動(dòng)詞匯操練活動(dòng),并且及時(shí)評(píng)價(jià)學(xué)生在活動(dòng)中的表現(xiàn),進(jìn)一步促進(jìn)詞匯的學(xué)習(xí)。在使用輔助教具的時(shí)候,學(xué)生希望教師減少對(duì)多媒體的過(guò)度依賴,保持與學(xué)生的互動(dòng)。此外,本研究也存在一些局限性。第一,本研究一個(gè)學(xué)校的四個(gè)班級(jí)作為調(diào)查對(duì)象,總共只觀察了8節(jié)詞匯課,樣本數(shù)量偏少。研究調(diào)查結(jié)果可能無(wú)法代表小學(xué)低年級(jí)英語(yǔ)詞匯課堂互動(dòng)教學(xué)的整體現(xiàn)狀。第二,本研究只聚焦于詞匯課上的互動(dòng)教學(xué)情況,閱讀課、聽力課等其他課型中互動(dòng)教學(xué)活動(dòng)實(shí)施的情況還需進(jìn)一步針對(duì)性調(diào)查,旨在全方位了解小學(xué)英語(yǔ)課堂互動(dòng)教學(xué)的是實(shí)施情況。
[Abstract]:The quality of classroom teaching has always been the focus of teachers and education researchers. Effective classroom teaching is closely related with the interaction of high quality. In the new round of basic education reform initiative, the dominant position of the students continue to receive attention. To promote the development of students' Comprehensive English language ability has become the overall goal of English teaching interactive teaching. And gradually replace the traditional teaching method. For the investigation of interaction in English classroom teaching activities use, contribute to a deeper understanding of the interactive teaching in English classroom in the elementary education. The purpose of this paper is to use the implementation status of interactive classroom teaching activities of English Vocabulary study in primary school lower grade, were studied by the use of low grade primary school English vocabulary classroom interaction in teaching activities, in order to understand the interactive teaching activities in Junior English Vocabulary Teaching in primary school The use of the hall and implementation, and through the investigation of the interactive teaching activities the satisfaction of students, to obtain the beneficial enlightenment of implementation of interactive teaching in primary school English vocabulary teaching. The theoretical basis of this study based on the new round of reform of basic education advocates humanism and constructivism education theory, in addition, two language acquisition theory "comprehensible input hypothesis" and "output hypothesis", "interaction theory", theory of interactive language teaching theory and the domestic and foreign primary school vocabulary teaching but also provide the basis for this study. Specific research questions include: teaching English vocabulary in junior grade 1. primary school teachers, what are the use of interactive teaching specific activities? Carried out more than 2. interactive teaching activities? How to 3. students on the interactive teaching activities with satisfaction? What interactive teaching activities can easily connected to students ? research adopts the classroom observation method, interview method and questionnaire method, through classroom video, classroom classroom observation notes, interviews and questionnaires to understand the status of implementation and effect of interactive teaching activities in English Vocabulary Teaching in primary school lower grade. Study of a primary school in Nanjing, a total of four classes, the second grade as the object of observation, follow-up survey of four English teachers in the classroom vocabulary teaching, which use interactive teaching activities, how to implement the interaction in teaching activities. The data collection and processing includes the following five steps: the first step is classroom observation and video lectures, in the process of video using video equipment for classroom teaching 4 teachers, and take notes. The second step is to let students fill in the questionnaire. The third step is the interviews with teachers and students. The fourth step is to transfer the recorded video, 8 class written word transliteration material. The fifth step. Using Excel software to analyze the video material obtained from transliteration, lecture notes and questionnaire survey data. Combined with the interview results, analysis of relevant research results. The main conclusions of this study are as follows: 1) low grade primary school English vocabulary classroom, the teacher used to interactive teaching activities: interactive discourse, interaction body language, Interactive Vocabulary Practice Activities and interactive teaching using.2) in the process of vocabulary, teachers' interactive discourse and interactive body language teachers. The most frequently used interactive discourse and interactive body language use to help teachers ask questions, students and give feedback and explain the meaning of the new vocabulary, spelling and pronunciation. Teachers teach new interactive discourse, question types to display questions and referential questions, at the same time, teachers note the use of a variety of. Ask if the strategy change, simplification, repetition and explore strategies, help students understand the problem, output the new vocabulary. Teacher feedback, teachers tend to use positive praise improve vocabulary learning confidence, such as simple praise, praise and affirmation of the repeated material reward, at the same time, teachers also focus on correcting errors in vocabulary, teachers directly inform please answer again and other students. In the process of vocabulary, teachers also use new vocabulary interactive interpretation of the meaning of body language, spelling and pronunciation of the new words teaching, such as changes in facial expression, eye contact and body movement, among them, smiling, using finger gestures and eye contact most frequently in the practice stage. Vocabulary, teachers design Interactive Vocabulary Practice Activities, including rich games, songs, dances and role-playing games, which can be divided into several types, such as "I say you do "," small train ". In addition, in the process of vocabulary teaching, teachers also use many auxiliary teaching tools to interact with students, improve teaching effects in vocabulary teaching, including the use of multimedia, word cards, photos, blackboard stickers, model and real.3) students are satisfied with the use in teaching activities the interactive vocabulary class, students tend to use a lot of teachers' discourse interaction and rich interactive body language shows the meaning of the language, pronunciation and spelling, one smile, eye contact and gestures are students most easily accepted by the students, at the same time, diverse interactive vocabulary practice activities and interactive use of AIDS. To enhance students' interest in learning vocabulary, the more popular among the students. However, students' satisfaction has improved, embodied in the discourse in the interaction of teachers and students I hope teachers put forward some more problems, more research and continuous questioning strategies to further promote the output of students' vocabulary at the same time, the positive feedback with evaluation and material rewards of praise is love students, students hope that teachers use these positive feedback, and can correct the errors of vocabulary self in Teachers' encouragement vocabulary learning, enhance the confidence and enthusiasm of the students. Teachers would also like to design more new interactive vocabulary practice activities, and timely evaluation of students' performance in the activities, to further promote the learning vocabulary. When using teaching aids, students want teachers to reduce excessive dependence on multimedia, interact with students in addition. And there are some limitations in this research. First, the study of a school as a class four survey, a total of only 8 vocabulary lesson observation, The sample is too small. The overall survey results may not be representative of lower grade of primary school English classroom interaction teaching. Second, interactive teaching, this study focused on vocabulary class reading class, still need further investigation to the implementation of the interactive teaching activities listening class. The other class, to the full range of to understand the primary school English classroom interaction teaching is implemented.

【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.31

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 蔡月;;如何運(yùn)用英語(yǔ)歌曲優(yōu)化小學(xué)英語(yǔ)課堂教學(xué)[J];西部素質(zhì)教育;2015年16期

2 師茗;;小學(xué)英語(yǔ)課堂互動(dòng)過(guò)程中的教師話語(yǔ)分析——以江蘇省某市五節(jié)小學(xué)英語(yǔ)公開課為例[J];瘋狂英語(yǔ)(教師版);2014年02期

3 楊玉玲;;小學(xué)英語(yǔ)單詞教學(xué)中多媒體的運(yùn)用[J];中國(guó)教育技術(shù)裝備;2013年22期

4 劉巧玉;;巧記單詞 熱愛(ài)英語(yǔ)——探析多媒體下的小學(xué)英語(yǔ)單詞教學(xué)有效策略[J];中國(guó)教育技術(shù)裝備;2013年13期

5 彭臘梅;;例談小學(xué)英語(yǔ)低年級(jí)詞匯教學(xué)策略[J];新課程(小學(xué));2012年06期

6 曲尼旺姆;;小學(xué)低年級(jí)兒童的心理特點(diǎn)是什么[J];新課程(中);2011年08期

7 岳春梅;;小學(xué)低年級(jí)兒童學(xué)習(xí)心理特征淺析[J];教育革新;2010年06期

8 李小芽;;小學(xué)低年級(jí)英語(yǔ)詞匯教學(xué)策略例談[J];中小學(xué)外語(yǔ)教學(xué)(小學(xué)篇);2005年12期

9 胡青球,埃德·尼可森,陳煒;大學(xué)英語(yǔ)教師課堂提問(wèn)模式調(diào)查分析[J];外語(yǔ)界;2004年06期

10 何安平;基于語(yǔ)料庫(kù)的英語(yǔ)教師話語(yǔ)分析[J];現(xiàn)代外語(yǔ);2003年02期

相關(guān)重要報(bào)紙文章 前1條

1 喻福仁;;游戲在小學(xué)英語(yǔ)教學(xué)中應(yīng)用[N];山西青年報(bào);2014年

相關(guān)碩士學(xué)位論文 前4條

1 劉婷;小學(xué)英語(yǔ)課堂教學(xué)中師生互動(dòng)的現(xiàn)狀研究[D];新疆師范大學(xué);2015年

2 孟醒;多模態(tài)教學(xué)模式在初中英語(yǔ)詞匯教學(xué)中的應(yīng)用[D];吉林大學(xué);2015年

3 朱思怡;小學(xué)英語(yǔ)游戲教學(xué)的研究[D];湖南師范大學(xué);2014年

4 羅文娟;小學(xué)英語(yǔ)課堂的互動(dòng)教學(xué)研究[D];上海師范大學(xué);2007年

，

本文編號(hào)：1455489