發(fā)布時(shí)間：2018-06-21 22:41

  本文選題：教學(xué)法 + 全身反應(yīng)法�。� 參考：《河南大學(xué)》2016年碩士論文

【摘要】：隨著英語(yǔ)學(xué)習(xí)的低齡化,幼兒英語(yǔ)教育在全國(guó)各個(gè)地區(qū)逐步興盛起來(lái)。家長(zhǎng)們也從“孩子在幼兒園就學(xué)習(xí)英語(yǔ)會(huì)影響小學(xué)學(xué)習(xí)拼音”的思想轉(zhuǎn)變?yōu)椤昂⒆釉谟變簣@時(shí)期不學(xué)習(xí)英語(yǔ)就會(huì)落后于同齡的孩子”。美國(guó)耶魯大學(xué)的一位心理學(xué)家通過(guò)分析研究認(rèn)為,講兩種語(yǔ)言的幼兒比僅會(huì)講一種語(yǔ)言的幼兒,在腦子的靈活性和解決問(wèn)題的能力方面均有優(yōu)勢(shì)。隨著家長(zhǎng)對(duì)幼兒英語(yǔ)教育越來(lái)越重視,各種各樣的英語(yǔ)培訓(xùn)機(jī)構(gòu)也如雨后春筍般層出不窮,各個(gè)培訓(xùn)機(jī)構(gòu)選擇的教學(xué)方法也不盡相同。經(jīng)網(wǎng)上對(duì)教學(xué)法的調(diào)查顯示,目前我國(guó)各類幼兒英語(yǔ)培訓(xùn)機(jī)構(gòu)所用的教學(xué)法有情景法、交際法、浸入式教學(xué)法等。如今幼兒英語(yǔ)教學(xué)潮流以全英教學(xué)為宣傳口號(hào),力圖在全英語(yǔ)境中培養(yǎng)孩子的英語(yǔ)思維和語(yǔ)感,所以大多數(shù)培訓(xùn)機(jī)構(gòu)選擇浸入式教學(xué)法作為幼兒英語(yǔ)教學(xué)的主要教學(xué)法。然而,浸入式教學(xué)法雖能創(chuàng)造良好的語(yǔ)境和英語(yǔ)學(xué)習(xí)氛圍,但在實(shí)際應(yīng)用過(guò)程中沒(méi)有充分考慮兒童的生理、心理特征和時(shí)機(jī)需求,直接導(dǎo)致大部分幼兒過(guò)早失去了對(duì)英語(yǔ)的興趣。興趣是最好的老師,愛(ài)玩是孩子的天性。這句話充分說(shuō)明了要想使幼兒學(xué)習(xí)好英語(yǔ),最重要的是要提高他們對(duì)英語(yǔ)的興趣,使孩子們?cè)谳p松的環(huán)境和愉快的心情下學(xué)習(xí)。從心理學(xué)上講,人在幼兒時(shí)期的注意力是“不隨意注意”,不受思想意識(shí)的控制,這也就是說(shuō)幼兒只對(duì)能引起他們興趣的事物加以關(guān)注,所以在幼兒英語(yǔ)教育方面,提高他們對(duì)英語(yǔ)的興趣是教學(xué)實(shí)施和學(xué)習(xí)效果如何的重中之重。全身反應(yīng)法(TPR)是美國(guó)心理學(xué)教授詹姆斯·阿士爾于20世紀(jì)60年代提出的。這種教學(xué)法立足于兒童生理和心理特征,能捕捉學(xué)生的注意力,從而提高他們的學(xué)習(xí)興趣。本文通過(guò)全身反應(yīng)法在幼兒英語(yǔ)教學(xué)中的應(yīng)用,從而探究這種教學(xué)方法與兒童學(xué)習(xí)英語(yǔ)興趣之間的聯(lián)系,更好的提高兒童學(xué)習(xí)英語(yǔ)的興趣。全文分為六個(gè)部分,各部分具體內(nèi)容如下:第一章是引言,分析了幼兒英語(yǔ)教育的現(xiàn)狀以及本文的研究意義。現(xiàn)代中國(guó)英語(yǔ)教育越來(lái)越低齡化,幼兒英語(yǔ)也越來(lái)越受到人們的關(guān)注,但是幼兒作為一個(gè)受教育的特殊群體,學(xué)習(xí)年齡過(guò)低和注意力不受控制成為教學(xué)中的難題。找到一個(gè)能提高幼兒學(xué)習(xí)英語(yǔ)興趣的教學(xué)法成為了教育是否成功的關(guān)鍵。本章中同時(shí)也介紹了研究問(wèn)題和文章結(jié)構(gòu)。第二章是本文的文獻(xiàn)綜述。在這一章中,作者在國(guó)外與國(guó)內(nèi)兩大方面分別呈現(xiàn)了幼兒英語(yǔ)教學(xué)中的四種常用教學(xué)法的研究現(xiàn)狀。這四種教學(xué)法分別是情景法、交際法、浸入式教學(xué)法和全身反應(yīng)法。本文對(duì)這四種教學(xué)法的起源、特點(diǎn)以及在實(shí)際教學(xué)中的應(yīng)用作了逐一介紹。第三章闡述了全身反應(yīng)法的理論框架,興趣的定義以及全身反應(yīng)法與學(xué)習(xí)興趣的聯(lián)系。這種教學(xué)法提出基本原則有四項(xiàng),第一項(xiàng)是讓第二語(yǔ)言進(jìn)入學(xué)生的右半腦。第二項(xiàng)是以“聽——做動(dòng)作”為主要教學(xué)組織形式。第三項(xiàng)是教師所教授的語(yǔ)言形式以祈使句為主,帶動(dòng)其他句型。第四項(xiàng)是對(duì)學(xué)生的錯(cuò)誤采取寬容的態(tài)度。在這些基本原則指導(dǎo)下,全身反應(yīng)法最大的優(yōu)勢(shì)是能在課堂上最大程度的吸引學(xué)習(xí)者的注意力,從而提高其學(xué)習(xí)興趣。這正是幼兒英語(yǔ)教學(xué)中所需要的關(guān)鍵點(diǎn)。國(guó)內(nèi)外的許多學(xué)者已經(jīng)做了關(guān)于全身反應(yīng)法在兒童或是成人學(xué)習(xí)中的研究,但這些研究大多數(shù)是關(guān)于課堂教學(xué)實(shí)施方面,對(duì)于全身反應(yīng)法對(duì)幼兒學(xué)習(xí)興趣的影響方面研究相對(duì)缺乏。因此,本研究試圖在全身反應(yīng)法的基本原則和實(shí)施的基礎(chǔ)上,探究全身反應(yīng)法與兒童英語(yǔ)學(xué)習(xí)興趣之間的關(guān)系。因?yàn)椤芭d趣”是一個(gè)相對(duì)抽象的名詞,在本文研究中被具體化為三個(gè)方面:第一方面是課堂紀(jì)律,第二方面是學(xué)習(xí)積極性,第三方面是學(xué)習(xí)效率。全身反應(yīng)法和興趣的聯(lián)系也體現(xiàn)在以上三個(gè)方面。第四章作者列出了具體的實(shí)驗(yàn)方法和步驟。與此同時(shí),作者在本章提出了四個(gè)假設(shè):第一,課堂紀(jì)律、學(xué)習(xí)積極性和學(xué)習(xí)效率是反映幼兒英語(yǔ)學(xué)習(xí)興趣的三個(gè)因素;第二,與浸入式教學(xué)法相比,全身反應(yīng)法教學(xué)模式可以營(yíng)造一個(gè)良好的課堂氛圍;第三,與浸入式教學(xué)法相比,全身反應(yīng)法教學(xué)模式更能激發(fā)孩子們上課的積極主動(dòng)性;第四,全身反應(yīng)法教學(xué)模式更能提高孩子們學(xué)習(xí)英語(yǔ)的效率。針對(duì)這幾個(gè)問(wèn)題,作者設(shè)計(jì)出了研究方案,包括課堂記錄、測(cè)試和問(wèn)卷調(diào)查。第五章是對(duì)實(shí)驗(yàn)收集到的數(shù)據(jù)做分析和統(tǒng)計(jì)。作者在開封市洪恩幼兒英語(yǔ)學(xué)校開展了為期三個(gè)月的試驗(yàn)調(diào)查來(lái)驗(yàn)證全身反應(yīng)法是否能有效提高幼兒英語(yǔ)學(xué)習(xí)興趣。實(shí)驗(yàn)對(duì)象來(lái)自一年級(jí)和二年級(jí),每個(gè)年級(jí)兩個(gè)班,共69名學(xué)生。其中每個(gè)年級(jí)有一個(gè)班是實(shí)驗(yàn)班,所用教學(xué)法是全身反應(yīng)法;另外一個(gè)班是控制班,用浸入式教學(xué)法。每個(gè)班級(jí)在實(shí)驗(yàn)開始前和結(jié)束后都對(duì)學(xué)生做了試卷測(cè)驗(yàn),對(duì)家長(zhǎng)做了問(wèn)卷調(diào)查,在整個(gè)三個(gè)月實(shí)驗(yàn)過(guò)程中教師對(duì)每堂課做了課堂情況記錄。最后作者對(duì)這三個(gè)方面收集的信息做了分析統(tǒng)計(jì)與對(duì)比。從這些數(shù)據(jù)中作者發(fā)現(xiàn),實(shí)驗(yàn)班和控制班的學(xué)習(xí)水平在實(shí)驗(yàn)前沒(méi)有明顯的差異:但在實(shí)驗(yàn)后,實(shí)驗(yàn)班比控制班取得了更大的進(jìn)步。這就證明了全身反應(yīng)法在提高幼兒英語(yǔ)學(xué)習(xí)興趣方面有顯著的效果。第六章是本次實(shí)驗(yàn)的結(jié)論�？偨Y(jié)出本次實(shí)驗(yàn)的主要發(fā)現(xiàn),通過(guò)實(shí)驗(yàn)所得到的數(shù)據(jù)對(duì)比證明,通過(guò)全身反應(yīng)法在幼兒英語(yǔ)教學(xué)中的應(yīng)用,確實(shí)能有效的提高幼兒學(xué)習(xí)英語(yǔ)的興趣和積極性。同時(shí)分析了實(shí)驗(yàn)存在的局限性,其中包括實(shí)驗(yàn)人數(shù),時(shí)間以及其他影響課堂因素的局限性。最后提出對(duì)未來(lái)實(shí)驗(yàn)的建議,建議用更長(zhǎng)的時(shí)間做實(shí)驗(yàn),把實(shí)驗(yàn)群體數(shù)量擴(kuò)大,而且指出全身反應(yīng)法作為一種有效的教學(xué)法,不僅僅可以應(yīng)用幼兒應(yīng)用教學(xué),更應(yīng)該應(yīng)用到更廣闊的實(shí)驗(yàn)群體上。
[Abstract]:With the aging of English learning, children's English education is gradually flourishing in all parts of the country. Parents have also changed from "children in kindergarten learning English will affect primary school learning and pinyin" to "children who do not learn English in kindergarten will lag behind their peers". A psychology at Yale University in the United States of America According to the analysis, the young children who speak two languages have more advantages than children who speak only one language. As parents pay more and more attention to children's English education, all kinds of English training institutions have sprung up like bamboo shoots after the rain, and the various training institutions choose to teach. The study method is not the same. Through the survey on the online teaching method, the teaching methods used in all kinds of English training institutions in our country are situational, communication and immersion teaching. Nowadays, the teaching trend of children's English teaching is the slogan of the whole English teaching, trying to cultivate the children's English thinking and language sense in the whole English language. Most training institutions choose immersion teaching as the main teaching method for children's English teaching. However, although immersion teaching method can create a good context and English learning atmosphere, the physical, psychological characteristics and the opportunity demand of children are not fully taken into account in the practical application process, which directly causes most of the children to lose their English prematurely. Interest. Interest is the best teacher, playing is a child's nature. This sentence fully illustrates that the most important thing to make a child to learn good English is to improve their interest in English and to make children learn in a relaxed environment and happy mood. In psychology, the attention of the child is "unwillingness to pay attention" to the children. Under the control of ideological consciousness, that is to say that children only pay attention to things that can arouse their interest, so it is the most important thing to improve their interest in English teaching and the effect of learning in children's English education. The general response method (TPR) is James Bsher, a professor of cardiologies in the United States in 1960s. This teaching method, based on the physiological and psychological characteristics of children, can capture students' attention and improve their interest in learning. This paper, through the application of the general response method in children's English teaching, explores the connection between this teaching method and children's interest in learning English, and better improve children's interest in learning English. The full text is divided into six parts, the specific contents of each part are as follows: the first chapter is an introduction, which analyzes the present situation of children's English education and the significance of the study. The modern Chinese English education is becoming more and more low and the children's English is getting more and more attention. However, as a special group of education, young children have low learning age and note. In this chapter, the second chapter is a literature review of this article. In this chapter, the author presents young children in two aspects of the country and in the country, respectively. The research status of four common teaching methods in English teaching. The four methods are scenario, communication, immersion teaching and systemic reaction. This article introduces the origin, characteristics and application of the four teaching methods one by one. The third chapter expounds the theoretical framework of the whole body response method and the definition of interest. There are four basic principles in this teaching method, the first is to let the second language enter the right half of the student's brain. The second is to "listen to the action" as the main teaching form. The third is the language form taught by the teacher to the imperative sentence, and the other fourth items. Under the guidance of these basic principles, the greatest advantage of the general response method is to attract the attention of the learners to the greatest extent in the classroom, thus improving their interest in learning. This is the key point needed in the teaching of children's English. Many scholars at home and abroad have done a general response to the whole body. Most of these studies are on the study of children or adult learning, but most of these studies are about the implementation of classroom teaching and the lack of research on the effect of general response on children's learning interest. The relationship between interest, because "interest" is a relatively abstract noun. In this study, it is concretely translated into three aspects: the first is class discipline, the second is learning enthusiasm, the third is the learning efficiency. The relationship between the general response method and interest is also embodied in the above three aspects. The fourth chapter the author lists the concrete. At the same time, the author puts forward four hypotheses in this chapter: first, class discipline, learning enthusiasm and learning efficiency are the three factors reflecting the interest of children's English learning. Second, compared with the immersion method, the whole body response method can create a good classroom atmosphere; third, and immersion teaching. Compared with the method, the whole body reaction teaching model can stimulate the initiative of children in class. Fourth, the whole body reaction method teaching model can improve the children's efficiency in learning English. The author has designed the research program, including the classroom records, the test and the questionnaire survey. The fifth chapter is the data to be collected by the experiment. Analysis and statistics. The author conducted an experimental survey of three months at Hong En children's English school in Kaifeng City to verify whether the general response method can effectively improve children's interest in English learning. The subjects are from grade one and grade two, and two classes in each grade, with a total of 69 students. One class in each grade is an experimental class, and the teaching method is used. It's the whole body reaction method; the other class is the control class, using the immersion teaching method. Each class has done a test paper test to the students before and after the experiment, and the parents do a questionnaire survey. During the whole three months, the teacher did the class record for each class. Finally, the author did the information collected in the three aspects. The author finds that there is no obvious difference between the experimental class and the control class before the experiment. But after the experiment, the experimental class has made more progress than the control class. This proves that the whole body reaction method has a significant effect on improving the interest of children's English learning. The sixth chapter is the experiment. The main findings of this experiment are summarized. Through the comparison of the data obtained by the experiment, the application of the whole body reaction in the teaching of children's English can effectively improve the interest and enthusiasm of the children in English learning. Meanwhile, the limitations of the experiment are analyzed, including the number of experiments, time and other effects. The limitations of the classroom factors. Finally, suggestions for future experiments are put forward. It is suggested that a longer time be used to do experiments to enlarge the number of experimental groups, and it is pointed out that the general reaction method, as an effective teaching method, not only can be applied to children's Applied Teaching, but also should be applied to a wider group of experimental groups.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G613.2

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