本文選題：英語浸入式 + 教學(xué)實(shí)驗(yàn)��； 參考：《西北師范大學(xué)》2003年碩士論文

【摘要】： 始于20世紀(jì)60年代加拿大的浸入式教學(xué)是指用非學(xué)習(xí)者母語的語言作為直接教學(xué)語言的教學(xué)模式。在我國開展英語浸入式教學(xué)則是指通過最大限度地將英語作為教學(xué)語言，對母語為漢語的兒童進(jìn)行各種教學(xué)活動，使他們在幼兒園或?qū)W校期間被浸泡在第二語言——英語的語言環(huán)境中，從而達(dá)到熟練掌握英語的目的。將兒童置于英語語言環(huán)境中的“浸泡”并非盲目與隨意的，而是一種有目標(biāo)、有層次的教學(xué)過程。它與傳統(tǒng)的以英語作為第二語言教學(xué)的最大不同在于浸入式教學(xué)是以英語作為教學(xué)用語貫穿于各門課程，各個(gè)階段的教學(xué)過程中，強(qiáng)調(diào)在自然真實(shí)的生活環(huán)境中教師用英語與兒童進(jìn)行實(shí)際的、有意義的知識交流，而傳統(tǒng)英語教學(xué)僅僅將英語作為一門獨(dú)立的課程來教學(xué)，并將重點(diǎn)放在對第二語言本身知識的傳播與技能的培養(yǎng)上。兒童英語浸入式教學(xué)實(shí)驗(yàn)就是依據(jù)浸入式教學(xué)原理，讓兒童從小浸泡在英語環(huán)境中，用第一語言(主要是無意識習(xí)得)的方法和利用兒童語言敏感期的優(yōu)勢，無意識與牢固地學(xué)習(xí)英語。 本實(shí)驗(yàn)以寧夏吳忠?guī)煼队變簣@82位5歲到6歲的兒童為研究對象，采用英語浸入式教學(xué)方法開展教學(xué)，并在3個(gè)月后將其與用傳統(tǒng)英語教學(xué)方法開展教學(xué)的控制班兒童(對照組，由28位5歲到6歲的兒童組成)進(jìn)行比較，旨在探索適合少數(shù)民族地區(qū)兒童英語學(xué)習(xí)的有效教學(xué)模式。 論文運(yùn)用定量(學(xué)習(xí)成績的檢驗(yàn)、相關(guān)分析與問卷調(diào)查)和定性(觀察、訪談)的研究方法，對兒童英語浸入式教學(xué)進(jìn)行分析、研究，發(fā)現(xiàn)在兒童方面：1、學(xué)習(xí)英語的興趣得到了較大的激發(fā)；2、兒童學(xué)習(xí)英語的態(tài)度更加積極；3、出勤率有很大的提高；4、兒童能在恰當(dāng)?shù)那榫爸胁蛔杂X使用英語。在教師方面：1、通過培訓(xùn)與教學(xué)，英語教學(xué)的自信心加強(qiáng)；2、強(qiáng)烈意識到必須加強(qiáng)自身的英語學(xué)習(xí)；3、對兒童英語浸入式教學(xué)更加了解，并努力滲透到各門學(xué)科中，在取得效果的同時(shí)，一些消極因素與問題也不容忽視與樂觀，如在兒童方面：1、兒童個(gè)體差異較大；2、由于班額過大，部分學(xué)生精神渙散，精力不集中，易養(yǎng)成一些不良學(xué)習(xí)習(xí)慣。教師方面：教師壓力仍然很大，部分學(xué)科不能很好的完成教學(xué)任務(wù)；教材方面：無具體、恰當(dāng)、適合的教材，給教學(xué)帶來一定難度。 最后，筆者依據(jù)實(shí)驗(yàn)的實(shí)施與結(jié)果，對兒童英語浸入式教學(xué)在少數(shù)民族欠發(fā)達(dá)地區(qū)的開展提出一些建議：1、教師要面向全體兒童，充分重視兒童的個(gè)體差異；2、緩解教師壓力，，切實(shí)加強(qiáng)師資培訓(xùn)，做好教師職前與在職培訓(xùn)；3、加強(qiáng)浸入式教學(xué)法的集中培訓(xùn)；4、盡快提供適合西部少數(shù)民族地區(qū)兒童英語浸入式教學(xué)的各類教材。
[Abstract]:Immersion teaching, which began in Canada in the 1960s, refers to the mode of direct teaching in which the language of the non-learner 's mother tongue is used as the direct language of instruction. English immersion teaching in China refers to the teaching activities of children whose mother tongue is Chinese by using English as the medium of instruction to the maximum extent possible. They are immersed in a second language, English, in kindergarten or school, so that they can master English. The immersion of children in English language environment is not blind and random, but a purposeful and hierarchical teaching process. The biggest difference between it and traditional English as a second language teaching lies in the fact that immersion teaching takes English as the teaching language to run through various courses and stages in the teaching process. Emphasizing that in the natural and real living environment, teachers use English for practical and meaningful knowledge exchange with children, while traditional English teaching only teaches English as an independent course, Emphasis is placed on the dissemination of knowledge and the development of skills in the second language itself. The experiment of children's English immersion teaching is based on the principle of immersion teaching, which allows children to immerse in English environment from childhood, use the method of first language (mainly unconscious acquisition) and the advantage of children's language sensitive period. Learn English unconsciously and firmly. In this study, 82 children aged 5 to 6 years old in Ningxia Wu Zhong normal School were studied, and English immersion teaching method was used to carry out the teaching. After 3 months, they were compared with the control class (control group, composed of 28 children aged 5 to 6 years) who were taught by traditional English teaching method. The purpose of this paper is to explore an effective teaching model for children in minority areas. In this paper, quantitative (test of academic achievement, correlation analysis and questionnaire) and qualitative (observation, interview) research methods are used to analyze and study children's English immersion teaching. It is found that in the case of children: 1, the interest in learning English is greatly stimulated, the attitude of children learning English is more active, the attendance rate is greatly improved, and children can use English involuntarily in appropriate situations. On the teacher's side: 1, through training and teaching, the self-confidence of English teaching has been strengthened, and I am keenly aware of the need to strengthen my own English learning, to have a better understanding of children's English immersion teaching, and to work hard to penetrate into various subjects. While achieving results, some negative factors and problems should not be ignored and optimistic. For example, in the case of children, there is a great difference between children at 1: 1. As a result of excessive class size, some students are distracted and unable to concentrate. It is easy to form some bad study habits. Teachers: teachers are still under great pressure, some subjects can not complete the teaching task very well; the teaching materials: there are no specific, appropriate, suitable teaching materials, which brings some difficulties to the teaching. Finally, according to the implementation and results of the experiment, the author puts forward some suggestions on the development of children's English immersion teaching in minority underdeveloped areas. Teachers should face all children, pay full attention to the individual differences of children and relieve teachers' pressure. We should strengthen teacher training, do a good job of pre-service and on-the-job training, strengthen the intensive training of immersion teaching method, and provide all kinds of teaching materials suitable for children's English immersion teaching in western minority areas as soon as possible.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2003
【分類號】：G613

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 劉曉丹;沈陽市幼兒園部分浸入式英語教學(xué)現(xiàn)狀的研究[D];沈陽師范大學(xué);2011年

2 季雪;高校英語浸入式教學(xué)比較研究[D];四川外語學(xué)院;2010年

本文編號：2020237