【摘要】：單元整體教學(xué)的萌芽最早產(chǎn)生于十九世紀(jì)末的歐美。十九世紀(jì)末至二十世紀(jì)初,歐美興起了新教育運(yùn)動(dòng),其主導(dǎo)人物德克樂(lè)利提出了教學(xué)“整體化”和“興趣中心”的原則。單元整體教學(xué)設(shè)計(jì)自產(chǎn)生以來(lái)一直處于不斷地發(fā)展之中。在新課程改革的背景下,它需要回歸到人的整體發(fā)展這一本質(zhì)和初衷上來(lái),以適應(yīng)新的條件下的英語(yǔ)教學(xué)�，F(xiàn)行《牛津英語(yǔ)》教材是按“話題—功能—結(jié)構(gòu)—任務(wù)”體系編寫(xiě)的,每個(gè)單元圍繞一個(gè)話題展開(kāi)語(yǔ)言訓(xùn)練。教材是相對(duì)固定的,教學(xué)情境卻是經(jīng)常變化的。這就要求教師根據(jù)某一個(gè)單元,著重研究牛津英語(yǔ)新教材單元整體教學(xué)的策略,整體制定該單元的教學(xué)目標(biāo)要求并細(xì)化其分課時(shí)的具體目標(biāo),整體組織單元的教學(xué)內(nèi)容,整體安排單元教學(xué)時(shí)間,整體設(shè)計(jì)單課教學(xué)過(guò)程和方法,整體設(shè)計(jì)相關(guān)的單元主題活動(dòng)作業(yè),并進(jìn)行評(píng)價(jià)反饋,在評(píng)價(jià)基礎(chǔ)上再次反思重建。本文共分四個(gè)章節(jié)。第一章分析了單元整體教學(xué)設(shè)計(jì)的歷史沿革和研究現(xiàn)狀,并通過(guò)理論和文獻(xiàn)研究提出單元整體教學(xué)設(shè)計(jì)的理論基礎(chǔ),及對(duì)相關(guān)概念進(jìn)行了闡述。第二章從時(shí)下的教學(xué)現(xiàn)狀分析提出單元整體教學(xué)設(shè)計(jì)目前使用情況及特點(diǎn)。第三章闡述了單元整體教學(xué)設(shè)計(jì)的主要步驟,提出了單元整體教學(xué)設(shè)計(jì)的基本模式。并通過(guò)具體的課例詳述解讀單元整體,如何確立單課話題,確定單元和單課目標(biāo),再構(gòu)單元與單課文本,建構(gòu)單元教學(xué)的框架的具體實(shí)施策略。第四章總結(jié)提出了單元整體教學(xué)設(shè)計(jì)的實(shí)施效果和優(yōu)劣勢(shì),以使它能夠在未來(lái)的英語(yǔ)教學(xué)中進(jìn)一步得到發(fā)展和完善,從而為改善目前的小學(xué)英語(yǔ)教學(xué)現(xiàn)狀發(fā)揮更大的效益。本文主要通過(guò)文獻(xiàn)研究法、觀察法、訪談法、案例分析法等圍繞小學(xué)英語(yǔ)單元整體教學(xué)設(shè)計(jì)的調(diào)查以及如何進(jìn)行小學(xué)英語(yǔ)單元整體教學(xué)設(shè)計(jì)這兩大問(wèn)題進(jìn)行論述,力圖清楚闡述單元整體教學(xué)設(shè)計(jì)的內(nèi)涵、性質(zhì)、特征和實(shí)施的意義,對(duì)小學(xué)英語(yǔ)單元整體教學(xué)設(shè)計(jì)的實(shí)施過(guò)程進(jìn)行說(shuō)明,總結(jié)小學(xué)英語(yǔ)單元整體教學(xué)設(shè)計(jì)的優(yōu)勢(shì)與局限,希望能對(duì)小學(xué)英語(yǔ)的課堂教學(xué)提供一些借鑒。
[Abstract]:The budding of unit overall teaching originated in Europe and the United States at the end of the 19th century. From the end of the 19th century to the beginning of the 20th century, a new educational movement emerged in Europe and the United States, and its leading figure, Dexley, put forward the principles of "integration" and "center of interest" in teaching. The overall teaching design of the unit has been in continuous development since it came into being. In the context of the new curriculum reform, it needs to return to the essence and original intention of the overall development of human beings in order to adapt to the new conditions of English teaching. The current Oxford English textbook is written according to the "topic-function-structure-task" system, and each unit carries out language training around one topic. The teaching material is relatively fixed, but the teaching situation is constantly changing. This requires teachers to study the overall teaching strategy of Oxford New English textbook unit according to a certain unit, formulate the teaching objectives of the unit as a whole and refine the specific objectives of the unit when divided into classes, organize the teaching content of the unit as a whole, arrange the teaching time of the unit as a whole, design the teaching process and method of the single course as a whole, design the relevant unit subject activity homework as a whole, and carry on the evaluation feedback. On the basis of evaluation, we should reflect on reconstruction again. This paper is divided into four chapters. The first chapter analyzes the historical evolution and research status of the whole teaching design of the unit, and puts forward the theoretical basis of the whole teaching design of the unit through theoretical and literature research, and expounds the related concepts. The second chapter analyzes the current teaching situation and puts forward the current use and characteristics of the overall teaching design of the unit. The third chapter expounds the main steps of the whole teaching design of the unit, and puts forward the basic mode of the whole teaching design of the unit. Through the concrete class example, how to establish the single course topic, determine the unit and the single course goal, reconstruct the unit and the single course text, construct the concrete implementation strategy of the unit teaching framework. The fourth chapter summarizes the implementation effect and advantages and disadvantages of the overall teaching design of the unit, so that it can be further developed and improved in the future English teaching, so as to play a greater role in improving the current situation of English teaching in primary schools. This paper mainly discusses the investigation of the overall teaching design of English units in primary schools and how to carry out the overall teaching design of English units in primary schools through the methods of literature research, observation, interview and case analysis, and tries to explain clearly the connotation, nature, characteristics and significance of the overall teaching design of English units in primary schools, and explains the implementation process of the whole teaching design of English units in primary schools. This paper summarizes the advantages and limitations of the overall teaching design of primary school English units, and hopes to provide some reference for primary school English classroom teaching.
【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】：2015
【分類(lèi)號(hào)】：G623.31

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