社會生活的信息化和經(jīng)濟(jì)的全球化,使英語的重要性不斷凸顯。英語已經(jīng)是我國各階段教育教學(xué)的重中之重。英語教育的低齡化使學(xué)前英語教育逐漸成為教育界的一個熱點(diǎn)話題,成為人們關(guān)注的焦點(diǎn)。許多幼兒園把英語教育作為了幼兒園教育內(nèi)容的有機(jī)組成部分。幼兒園對學(xué)前英語教師的需求與日俱增使得許多師范院校的學(xué)前教育專業(yè)轉(zhuǎn)變了傳統(tǒng)教育思路,把培養(yǎng)學(xué)前英語師資作為了重點(diǎn)。從而,一個新型的學(xué)前教育專業(yè)——學(xué)前教育（英語方向）專業(yè)出現(xiàn)了。如何開發(fā)出適合學(xué)前教育（英語方向）專業(yè)學(xué)生的英語課程成為了亟待解決的問題之一。需求分析是課程開發(fā)和實(shí)施教學(xué)的基礎(chǔ)步驟,在開發(fā)語言課程中有著極其重要的作用。需求分析的最終目的是有的放矢地制定教學(xué)目標(biāo)、教學(xué)內(nèi)容、評價方式等,以改進(jìn)教學(xué)活動。沒有需求分析作為依據(jù),就很難避免出現(xiàn)依靠主觀判斷來實(shí)施課程開發(fā)。本研究以需求分析理論為基礎(chǔ),通過問卷調(diào)查及訪談,展開問題分析,探索師范院校學(xué)前教育（英語方向）專業(yè)學(xué)生的學(xué)習(xí)需求及用人單位對學(xué)前英語教師英語能力的需求,以發(fā)現(xiàn)目前學(xué)前教育（英語方向）專業(yè)英語課程設(shè)置的不足之處,并提出相應(yīng)解決方案。調(diào)查發(fā)現(xiàn):1、學(xué)生的英語聽說能力明顯差于讀寫能力,而用人單位... 

【文章來源】：河北師范大學(xué)河北省

【文章頁數(shù)】：87 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Study
    1.3 Research Questions
    1.4 Structure of the Thesis
Chapter 2 Literature Review
    2.1 Needs Analysis
        2.1.1 The Definition and Classification of Needs
        2.1.2 The Definition of Needs Analysis
        2.1.3 The Models of Needs Analysis
            2.1.3.1 Munby’s Target Situation Analysis
            2.1.3.2 Allwright’s Present Situation Analysis
            2.1.3.3 Hutchinson & Waters’Model
            2.1.3.4 Dudley-Evans & St. John’s Model
        2.1.4 Implementation of Needs Analysis
            2.1.4.1 Sources for Needs Analysis
            2.1.4.2 Data Collection Methods for Needs Analysis
            2.1.4.3 Procedures of Needs Analysis
    2.2 Curriculum Development
        2.2.1 The Definitions of Curriculum
        2.2.2 The Definitions of Curriculum Development
        2.2.3 The Models of Curriculum Development
            2.2.3.1 Taba’s Model
            2.2.3.2 Oliva’s Model
        2.2.4 The Essential Elements of Curriculum Development
    2.3 Recent Study of Needs Analysis for English Curriculum Development
    2.4 Present Study of Curriculum Development for Preschool Education Major
Chapter 3 Methodology
    3.1 Restatement of Research Questions
    3.2 Research Participants
    3.3 Instruments
        3.3.1 Instrument One: Questionnaire for Students in Preschool Education (English Direction) Major
        3.3.2 Instrument Two: Interview for Students in Preschool Education (English Direction) Major
        3.3.3 Instrument Three: Questionnaire for Employers in Kindergartens
        3.3.4 Instrument Four: Interview for Employers in Kindergartens
    3.4 Procedures of Data Collection
        3.4.1 Pilot Study
        3.4.2 Administration of the Instruments
        3.4.3 Data Analysis
Chapter 4 Result and Discussion
    4.1 Answers to Research Question One: The Status Quo of the Students’English Proficiency and their Evaluation on the Present English Curriculum
        4.1.1 Descriptive Statistics of the Status Quo of the Students’English Proficiency
        4.1.2 Descriptive Statistics of Students’Evaluation on the Present English Curriculum
            4.1.2.1 Students’Evaluation on English Teaching
            4.1.2.2 Students’Evaluation on the Arrangement of the English Curriculum
            4.1.2.3 Students’Evaluation on the English Textbook
            4.1.2.4 Students’Evaluation on the Usage of Multimedia in the English Curriculum
    4.2 Answers to Research Question Two: Descriptive Results of the Students’and Employers’Views on Specialized Knowledge in English Language and Vocational Skills
        4.2.1 Descriptive Results of the Students’and Employers’Views on Specialized Knowledge in English Language
        4.2.2 Descriptive Results of the Students’and Employers’Views on Vocational Skills
    4.3 Answers to Research Question Three: The Similarities and Differences in the Students’ and Employers’ Views on Specialized Knowledge in English Language and Vocational Skills
        4.3.1 The Similarities and Differences in the Students’ and Employers’ Views on Specialized Knowledge in English Language
        4.3.2 The Similarities and Differences in the Students’ and Employers’ Views on Vocational Skills
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Further Study
Bibliography
Appendix I The Questionnaire for the Students in Preschool Education (English Direction) Major
Appendix II The Interview for the Students in Preschool Education (English Direction) Major
Appendix IV The Interview for the Employers in Kindergartens
Acknowledgements
攻讀學(xué)位期間取得的科研成果清單


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