本文關(guān)鍵詞： 英語課堂 英語生態(tài)課堂 初中英語課堂　出處：《渤海大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：20世紀(jì)以來,近年來生態(tài)話題受到廣泛關(guān)注,隨著理論和實(shí)踐的不斷發(fā)展,生態(tài)學(xué)逐漸成為一個(gè)相對完整的理論系統(tǒng),為不同領(lǐng)域問題的解決提供了全新的視角。特別在英語課堂方面,在《新英語課程標(biāo)準(zhǔn)》(新課標(biāo))的背景下,生態(tài)課堂理念為檢驗(yàn)和診斷課堂現(xiàn)狀提供了科學(xué)全面的范式。生態(tài)課堂把課堂看作一個(gè)微型的生態(tài)系統(tǒng),用全面,和諧,綜合發(fā)展等生態(tài)理念來處理教師,學(xué)生和課堂環(huán)境等課堂要素,建立一個(gè)整體、平衡、聯(lián)系的課堂以實(shí)現(xiàn)整個(gè)課堂的可持續(xù)發(fā)展。本論文中,英語生態(tài)課堂并不是對傳統(tǒng)英語課堂的顛覆,而是利用生態(tài)原則生態(tài)標(biāo)準(zhǔn)從一個(gè)新視角來重新思考英語課堂,發(fā)揚(yáng)其長處,剔除其不足以達(dá)到英語課堂的不斷完善。基于生態(tài)理論和現(xiàn)實(shí)考察,本論文旨在研究以下兩個(gè)問題:(1)初中英語課堂的生態(tài)現(xiàn)狀是什么?(2)初中英語課堂中是否存在生態(tài)問題?如果存在,有哪些生態(tài)問題?本論文對錦州第八中學(xué)和北鎮(zhèn)初中兩所初中的英語課堂進(jìn)行了調(diào)查,隨機(jī)抽取了20名英語教師和300名學(xué)生,通過師生問卷調(diào)查,師生訪談和非介入式課堂觀察的方法收集數(shù)據(jù),并用SPSS進(jìn)行進(jìn)一步的分析。研究發(fā)現(xiàn),初中英語課堂在教師教學(xué),學(xué)生學(xué)習(xí)及課堂環(huán)境等方面存在著積極的生態(tài)趨勢和不容忽視的生態(tài)問題。一方面,在對《新課標(biāo)》精神的不斷探索過程中,英語課堂呈現(xiàn)出一些生態(tài)趨勢。教師賦予學(xué)生更多的自主權(quán),在課堂教學(xué)過程中更加注重學(xué)生的多樣性,注重語言情境,注重學(xué)生的學(xué)習(xí)過程,學(xué)習(xí)動(dòng)機(jī),注重教育公平,以及課堂的生態(tài)環(huán)境對人的影響。另一方面,由于對中考指標(biāo)的硬性要求的妥協(xié),英語課堂也出現(xiàn)了一些生態(tài)問題,例如教學(xué)目標(biāo)與實(shí)際操作相矛盾,教學(xué)內(nèi)容與現(xiàn)實(shí)生活相脫離,教育與育人相分離,以考試為主的單一評價(jià)方式與新課標(biāo)相背離,學(xué)生的學(xué)習(xí)能力與花盆效應(yīng)相互拉鋸,以及師生關(guān)系,生生關(guān)系的不足等生態(tài)問題。最后,在所得結(jié)論的基礎(chǔ)上,本論文對存在的問題進(jìn)行了生態(tài)解讀,并對當(dāng)前課堂生態(tài)危機(jī)和未來的生態(tài)課堂建設(shè)提出了建議。
[Abstract]:Since 20th century, ecological topics have received extensive attention in recent years. With the continuous development of theory and practice, ecology has gradually become a relatively complete theoretical system. It provides a new perspective for solving problems in different fields, especially in English classroom, under the background of New English Curriculum Standard (New Curriculum Standard). The concept of ecological classroom provides a scientific and comprehensive paradigm for testing and diagnosing the present situation of the classroom. The ecological classroom regards the classroom as a miniature ecosystem and deals with teachers with the ecological concepts of comprehensive, harmonious and comprehensive development. In this thesis, the English ecological classroom is not a subversion of the traditional English classroom, and the classroom elements such as students and classroom environment should be set up as a whole, balanced and connected classroom to realize the sustainable development of the whole classroom. Based on ecological theory and reality, this paper reconsiders English classroom from a new perspective by using ecological principles and ecological standards, develops its strong points, and eliminates them as insufficient to achieve the continuous perfection of English classroom. The purpose of this thesis is to study the following two questions: 1) what is the ecological situation of junior middle school English classroom? Are there ecological problems in junior middle school English classes? If so, what are the ecological problems? This paper investigates the English classrooms of Jinzhou 8th Middle School and Beizhen Junior Middle School. 20 English teachers and 300 students are randomly selected and investigated by questionnaire. The methods of teacher-student interview and non-intervention classroom observation are used to collect data and further analysis is made with SPSS. The study finds that junior middle school English classroom is taught by teachers. There are positive ecological trends and ecological problems in the aspects of students' study and classroom environment. On the one hand, in the process of exploring the spirit of "New Curriculum Standard". There are some ecological trends in English classroom. Teachers give more autonomy to students, pay more attention to students' diversity, language situation, learning process and motivation in classroom teaching. On the other hand, there are some ecological problems in English classroom because of the compromise of the rigid requirements of the middle school entrance examination. For example, the teaching goal is contradictory with the actual operation, the teaching content is separated from the real life, the education and the education are separated, and the single evaluation method based on the examination deviates from the new curriculum standard. Students' learning ability and flowerpot effect are mutually chained, as well as the relationship between teachers and students, the deficiency of the relationship between students and students. Finally, on the basis of the conclusions, this paper makes ecological interpretation of the existing problems. Some suggestions are put forward for the current classroom ecological crisis and the future ecological classroom construction.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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