創(chuàng)新能力是二十一世紀(jì)關(guān)鍵能力之一,創(chuàng)新人才是社會(huì)亟需的人才,而創(chuàng)新人才的培養(yǎng)需要教師創(chuàng)新,創(chuàng)新教育的前提教育創(chuàng)新。我國(guó)正在逐步從職教大國(guó)向職教強(qiáng)國(guó)邁進(jìn),非常重要的一點(diǎn)就是要提高職業(yè)教育的創(chuàng)新能力。與此同時(shí),我國(guó)的學(xué)前教育實(shí)現(xiàn)了跨越式發(fā)展,幼兒創(chuàng)新教育已逐漸成為幼教界實(shí)踐與研究的熱點(diǎn)。然而從實(shí)際情況和調(diào)查分析可以看出,當(dāng)前幼兒教師創(chuàng)新能力不足,嚴(yán)重阻礙了幼兒創(chuàng)新教育的開展。因此,職業(yè)教育必須適應(yīng)現(xiàn)代社會(huì)對(duì)人才的要求,培養(yǎng)大量創(chuàng)新型幼兒教師,從而促進(jìn)我國(guó)幼兒教育質(zhì)量的進(jìn)一步提高。為進(jìn)一步提升學(xué)前教育專業(yè)學(xué)生創(chuàng)新能力,尤其是幼兒英語(yǔ)教學(xué)創(chuàng)新能力,筆者在幼兒英語(yǔ)口語(yǔ)課程教學(xué)中,運(yùn)用任務(wù)型教學(xué)法,并融入教師“創(chuàng)新性教學(xué)”和學(xué)生“創(chuàng)造性學(xué)習(xí)”的理念,試圖探索培養(yǎng)學(xué)前專業(yè)學(xué)生幼兒英語(yǔ)教學(xué)創(chuàng)新能力的有效途徑,并在此基礎(chǔ)上提出兩點(diǎn)假設(shè):1)在幼兒英語(yǔ)口語(yǔ)教學(xué)中運(yùn)用任務(wù)型教學(xué)法,能提高學(xué)前教育專業(yè)學(xué)生幼兒英語(yǔ)口語(yǔ)水平;2)任務(wù)型教學(xué)法能激發(fā)學(xué)前教育專業(yè)學(xué)生“創(chuàng)造性學(xué)習(xí)”的能力,并且進(jìn)一步轉(zhuǎn)化為幼兒英語(yǔ)教學(xué)創(chuàng)新能力。筆者重點(diǎn)展開了對(duì)任務(wù)型教學(xué)法在培養(yǎng)學(xué)前教育專業(yè)學(xué)生幼兒英語(yǔ)教學(xué)創(chuàng)新能力有效性方面的研究。筆者...

【文章頁(yè)數(shù)】：87 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
    1.1 Motivation for the study
    1.2 The significance of the study
    1.3 Research questions and hypotheses
    1.4 The structure of the thesis
Chapter 2 Literature Review
    2.1 A general introduction to OEFTKK
    2.2 Research on the teaching methods for OEFTKK teaching
        2.2.1 The traditional 3P teaching method
        2.2.2 Task-based Teaching Approach
    2.3 Research on creativity and innovation
        2.3.1 The definition of creativity and innovation
        2.3.2 The relationship between innovation and creativity
        2.3.3 Conditions for innovation and creativity
    2.4 Research on innovative teaching and creative learning
        2.4.1 Innovative teaching
        2.4.2 Creative learning
        2.4.3 The relationship between innovative teaching and creative learning
    2.5 Research on fostering students' innovation ability abroad and home
        2.5.1 Studies overseas
        2.5.2 Studies at home
Chapter 3 Research Design
    3.1 Research subjects
    3.2 Research instruments
        3.2.1 Test Paper
        3.2.2 Questionnaires
    3.3 Procedure of the experiment
    3.4 The teaching method applied in CC
    3.5 The teaching method applied in EC
        3.5.1 An introduction to TBA applied in EC
        3.5.2 The teacher's innovative teaching in the TBA model
        3.5.3 The students' creative learning in the TBA model
Chapter 4 Results and Discussion
    4.1 Results from Post-test in EC and CC
        4.1.1 Results from Post-test of teaching practice in EC and CC
        4.1.2 Results from Post-test of lesson planning in EC and CC
    4.2 A case study on the teaching plan of students in EC and CC
    4.3 Discussion of the research questions
Chapter 5 Conclusion
    5.1 Major findings of the study
    5.2 Implications of the study
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ
Appendix Ⅷ
在校期間發(fā)表的論文及科研成果
Acknowledgements



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