【摘要】：網(wǎng)絡(luò)憑借其信息存儲容量大、表現(xiàn)形式多樣化、高度共享性和擴展性以及交流實時性和便利性等獨特的優(yōu)勢,在教育領(lǐng)域中得到日益廣泛的應(yīng)用。特別是Internet與校園網(wǎng)的接軌，為學(xué)校提供了豐富的教育和教學(xué)資源。目前，以專題學(xué)習(xí)網(wǎng)站為主要表現(xiàn)形態(tài)的教學(xué)資源的設(shè)計和開發(fā)已經(jīng)初見端倪，在中小學(xué)校已經(jīng)得到廣泛的使用。本文旨在通過對專題學(xué)習(xí)網(wǎng)的分析與研究，，針對兒童英語實際教學(xué)中存在的問題，探索基于專題學(xué)習(xí)網(wǎng)的兒童英語學(xué)習(xí)的創(chuàng)新教學(xué)思想和教學(xué)策略。 全文共分五部分： 第一部分 提出了潛能及學(xué)習(xí)潛能的基本概述。通過潛能、學(xué)習(xí)潛能的介紹以及兒童心理特點的分析，指導(dǎo)教師正確看待兒童的學(xué)習(xí)過程，明晰學(xué)習(xí)潛能的可挖掘性。 第二部分 分析了兒童潛能挖掘的理論基礎(chǔ)。通過最近發(fā)展區(qū)理論和關(guān)鍵期理論，分析兒童學(xué)習(xí)潛能挖掘的可行性和英語學(xué)習(xí)的最佳時期；通過情境認知理論和建構(gòu)主義理論，指導(dǎo)兒童潛能挖掘的操作原則和具體的實施方法。 第三部分 提出基于專題學(xué)習(xí)網(wǎng)的兒童英語學(xué)習(xí)潛能挖掘的課程設(shè)計思路。通過對小學(xué)英語教學(xué)現(xiàn)狀的調(diào)查以及英語語言學(xué)習(xí)的特點分析，創(chuàng)建性的提出支持兒童英語學(xué)習(xí)的專題網(wǎng)的結(jié)構(gòu)框架，并具體的提出了構(gòu)建專題學(xué)習(xí)網(wǎng)的結(jié)構(gòu)化知識、專題性資源以及協(xié)作學(xué)習(xí)環(huán)境三個部分的原則和方法。 第四部分 提出了適于小學(xué)英語學(xué)習(xí)的八種教學(xué)策略。這些教學(xué)策略分別從教師“教”，學(xué)生“學(xué)”以及的媒體設(shè)計三方面來具體闡述。 第五部分 根據(jù)前幾部分的設(shè)計和分析，具體提出基于專題學(xué)習(xí)網(wǎng)的小學(xué)英語課程實際教學(xué)案例《Happy family》。
[Abstract]:Network has been widely used in the field of education because of its unique advantages, such as large information storage capacity, diverse forms of expression, high sharing and expansibility, real-time and convenience of communication, and so on. Especially the connection of Internet and campus network provides abundant educational and teaching resources for schools. At present, the design and development of teaching resources with special learning website as the main performance form has begun to appear, and has been widely used in primary and secondary schools. The purpose of this paper is to explore the innovative teaching ideas and teaching strategies of children's English learning based on thematic learning network through the analysis and study of the problems existing in children's English teaching. The paper is divided into five parts: the first part puts forward the basic outline of potential and learning potential. Through the introduction of potential, learning potential and the analysis of children's psychological characteristics, teachers are instructed to treat children's learning process correctly and to make clear the excavability of learning potential. The second part analyzes the theoretical basis of children's potential mining. Through the theory of the proximal development area and the critical period theory, this paper analyzes the feasibility of children's learning potential mining and the best period of English learning. Through situational cognitive theory and constructivist theory, the operational principles and specific implementation methods of children's potential mining are guided. In the third part, the course design of children's English learning potential mining based on topic learning network is put forward. Based on the investigation of the present situation of English teaching in primary schools and the analysis of the characteristics of English language learning, this paper puts forward the structural framework of the special topic network to support children's English learning, and puts forward the structured knowledge of constructing the special topic learning network. Principles and methods of thematic resources and collaborative learning environment. The fourth part puts forward eight teaching strategies suitable for primary school English learning. These teaching strategies are elaborated from three aspects: teacher "teaching", students "learning" and media design. In the fifth part, according to the design and analysis of the previous parts, the author puts forward the practical teaching case of primary school English course based on monographic learning network < Happy family >.
【學(xué)位授予單位】：東北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2004
【分類號】：G613

【引證文獻】

相關(guān)碩士學(xué)位論文 前1條

1 王曉帆;幼兒園英語教學(xué)存在的問題及其對策研究[D];東北師范大學(xué);2007年

本文編號：2409229