本文關(guān)鍵詞： 英語浸入式 第二語言 語境化輸入 可理解性輸入　出處：《陜西師范大學(xué)》2010年碩士論文　論文類型：學(xué)位論文

【摘要】： 隨著中國(guó)參與國(guó)際社會(huì)的深入,中國(guó)經(jīng)濟(jì)日益顯示出國(guó)際化的趨勢(shì),培養(yǎng)大批能夠適應(yīng)國(guó)際合作、國(guó)際交流、國(guó)際競(jìng)爭(zhēng)的國(guó)際化人才已經(jīng)成為當(dāng)前教育界的共識(shí)。而具有良好語言溝通能力則被認(rèn)為是不可或缺的條件之一。 語言哲學(xué)的奠基人,20世紀(jì)最有影響的哲學(xué)家之一維特根斯坦曾說：“理解一種語言,就是理解一種生活”,“我的世界的邊界就是我語言的邊界�！彪S著英語教育關(guān)注度的提高,人們開始意識(shí)到英語不僅僅是一門語言,它同時(shí)也是一種文化渠道的延展,是一種生活和價(jià)值觀的選擇。學(xué)生若能學(xué)得一種外語能力,就能幫他打開進(jìn)入另一個(gè)世界的學(xué)習(xí)之門。因此,可以說,接受英語教育是國(guó)際視野現(xiàn)代化公民的必要條件。 隨著國(guó)際第二語言教學(xué)改革低齡化趨勢(shì)的發(fā)展,我國(guó)的兒童英語教學(xué)也日益引起關(guān)注。為探索出更適合中國(guó)兒童的學(xué)習(xí)方法,各種各樣的教學(xué)模式應(yīng)運(yùn)而生,這其中始于1997年的中國(guó)-加拿大教育合作項(xiàng)目：“英語浸入式教學(xué)”開辟出中國(guó)兒童學(xué)習(xí)英語的一條新路。 在“中加教育合作英語浸入式教學(xué)實(shí)驗(yàn)課題組”的不懈努力與支持下,浸入式教學(xué)經(jīng)過十幾年發(fā)展,成果顯著,并日益顯現(xiàn)出自身的優(yōu)勢(shì)。本研究結(jié)合國(guó)內(nèi)外有關(guān)二語習(xí)得的理論與實(shí)踐,通過對(duì)某幼兒園中班兒童一年定期的觀察錄課,著重將焦點(diǎn)放在教師語境化輸入類型與兒童的語言輸出、教師語境化輸入方法與兒童的語言輸出及同班級(jí)不同教師語境化輸入與兒童的語言輸出等問題之上。通過對(duì)語料的整理與分析,得出以下結(jié)論： 1.幼兒英語浸入式教師扎實(shí)的語言功底是高質(zhì)教學(xué)的前提,但不是唯一因素。在大力倡導(dǎo)幼兒英語教師語言功底的同時(shí),教師語境化輸入意識(shí)也應(yīng)受到同等重視。 2.系統(tǒng)的語境化知識(shí)對(duì)于師幼都是大有裨益的：在浸入式模式中,無漢語及英語語法的介入,系統(tǒng)化將有助于教師逐層展開教學(xué),幼兒在此過程中也能從系統(tǒng)化的角度了解句式的構(gòu)成及生成。 3.語境化輸入的方式與策略與師幼輸入輸出量成明顯正比關(guān)系。即隨著語境化輸入方式的增多,師幼輸入輸出量也隨之上升；語境化輸入越注重策略性,師幼互動(dòng)的基礎(chǔ)就越好。 4.在注重具體教學(xué)活動(dòng)語境化的前提下,從幼兒心理發(fā)展特點(diǎn)出發(fā),注重動(dòng)靜結(jié)合及整體節(jié)奏感也很重要。 5.語境化輸入的過程中,合理有效運(yùn)用教師體態(tài)語對(duì)師幼輸入輸出有明顯的推動(dòng)作用。 基于研究之上的教學(xué)建議： 1.建議完善《幼兒英語浸入式整合課程》系列教材中的30本幼兒英語閱讀畫冊(cè)個(gè)別語言項(xiàng)目及主題,以系統(tǒng)合理建構(gòu)的方式促進(jìn)詞頻率,鞏固學(xué)生所學(xué),便于教師展開聯(lián)想,從而為師幼提供一個(gè)全面、系統(tǒng)化的語境,便于教學(xué)活動(dòng)的循環(huán)展開。 2.除繼續(xù)強(qiáng)化浸入式教師英語語言的基礎(chǔ)外,增加或引導(dǎo)浸入式教師的語境意識(shí)及對(duì)教師體態(tài)語作用的了解。 3.利用現(xiàn)有條件,促進(jìn)浸入式教師反思意識(shí)。在教師專業(yè)成長(zhǎng)過程中,園方如能提供便利條件,以教師自錄(配班教師協(xié)助)、自評(píng)的方式開展反思教學(xué)活動(dòng),應(yīng)該可以收到很好的效果。 4.在課題組點(diǎn)評(píng)浸入式觀摩課或浸入式教師教學(xué)活動(dòng)評(píng)比中,在肯定教師語言方面的優(yōu)點(diǎn)時(shí),建議著重點(diǎn)評(píng)個(gè)別教師巧妙的課堂教學(xué)策略或設(shè)立個(gè)性化教學(xué)獎(jiǎng),這將有助于教師在注重個(gè)人語言發(fā)展的同時(shí)關(guān)注教學(xué)策略的問題。
[Abstract]:With the deepening of China ' s participation in the international community , China ' s economy has increasingly shown the trend of internationalization . It is one of the indispensable conditions to train a large number of international talents who can adapt to international cooperation , international exchange and international competition . As the founder of language philosophy , one of the most influential philosophers in the 20th century , Wittgenstein , once said : " Understanding a language is to understand a life " . " The boundaries of my world are the boundaries of my language . " As the level of English education increases , people begin to realize that English is not only a language , but also a culture channel extension . With the development of the low - age trend of the second language teaching in the world , children ' s English teaching in our country has become more and more concerned . In order to explore more suitable learning methods for children in China , a variety of teaching modes have been born , which began in 1997 China - Canada Education Cooperation Project : " English Immersion Teaching " opens up a new way for Chinese children to learn English . Based on the research and practice of two - language acquisition in a kindergarten , the author puts emphasis on the following conclusions in combination with the theory and practice of Chinese language acquisition at home and abroad , focusing on the teaching of the language output of children , the input method of contextual input of teachers and the language output of children and the language output of children . 1 . It is not only the premise of high quality teaching , but it is not the only factor . In the meantime , the teachers ' contextual input consciousness should be paid much attention . 2 . The contextual knowledge of the system is beneficial to teachers and children : in the immersion mode , without the intervention of Chinese and English grammar , the systemization will help the teacher to expand the teaching layer by layer . In this process , the child can learn the composition and generation of the sentence from a systematic perspective . 3 . The ways and strategies of contextual input are directly proportional to the input and output of teachers . That is , with the increase of contextual input methods , the input and output of teachers also increase ; the more contextual inputs are more strategic , the better the interaction between teachers and children . 4 . On the premise of paying attention to the context of specific teaching activities , it is also important to focus on dynamic and static combination and overall sense of rhythm , starting from the characteristics of children ' s psychological development . 5 . In the process of contextual input , the rational and effective use of the teacher ' s body language has obvious pushing effect on the young input and output of the teacher . Based on the above teaching recommendations : 1 . It is suggested to improve the individual language items and themes of English reading album in English for children , promote the frequency of words in a systematic and reasonable way , strengthen the students ' learning , and facilitate the teacher ' s association , so as to provide a comprehensive and systematic context for teachers and children , so as to facilitate the circulation of teaching activities . 2 . In addition to continuing to strengthen the foundation of the immersion teacher ' s English language , add or guide the contextual awareness of the immersed teacher and the understanding of the role of the teacher ' s physical language . 3 . In the process of teacher ' s professional development , the garden party can provide the convenience condition , and carry out the reflection teaching activities in the self - evaluation mode with the help of teacher self - recording ( assistant teacher assistance ) , and the good effect should be received . 4 . In the evaluation of the teaching activity of immersion type or immersion type teacher , the author puts emphasis on individual teacher ' s clever classroom teaching strategy or setting up a personalized teaching prize , which will help teachers pay attention to the problem of teaching strategy while paying attention to personal language development .

【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：G613.2

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 孫貞麗;高成效幼兒英語浸入式教師教育教學(xué)活動(dòng)特征初探[D];陜西師范大學(xué);2011年

2 肖婷;幼兒英語浸入式教師的教學(xué)策略研究[D];陜西師范大學(xué);2011年

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本文編號(hào)：1469910