發(fā)布時間：2018-02-26 10:12

  本文關(guān)鍵詞： 初中英語 教學設(shè)計 目標設(shè)計 核心素養(yǎng)　出處：《合肥師范學院》2017年碩士論文　論文類型：學位論文

【摘要】：教學設(shè)計中,需要對特定單元的課堂教學的目標、課堂教學的各環(huán)節(jié),有合乎邏輯的設(shè)計,需要對本課教學是否實現(xiàn)目標有所關(guān)照。只有關(guān)注了這些基本節(jié)點的教學設(shè)計才有可能保證教學實施的科學性。核心素養(yǎng)包含語言能力,文化品格,思維品質(zhì)和學習能力這四個維度。核心素養(yǎng)的提出,為課堂教學指明了方向。用核心素養(yǎng)來梳理培養(yǎng)目標,可以矯正過去“重知識、輕能力、忽略情感態(tài)度價值觀的教育偏失”。所以本選題具有較鮮明現(xiàn)實意義。有關(guān)教學目標設(shè)計,收集到的文獻顯示,目前國內(nèi)的研究主要是對理論的梳理和深入探討,在具體結(jié)合某一門學科,尤其是英語學科對課堂教學目標設(shè)計進行的研究還不足。有關(guān)核心素養(yǎng),國內(nèi)的研究主要集中在核心素養(yǎng)的內(nèi)涵、重要性與素質(zhì)教育的關(guān)系,對核心素養(yǎng)目標設(shè)計在課堂教學設(shè)計中如何體現(xiàn)的研究較少。本課題研究初中英語課堂教學設(shè)計中對核心素養(yǎng)目標的設(shè)定,通過文本分析、訪談和專題觀察來研究課堂教學目標設(shè)計實踐中核心素養(yǎng)的落實情況,是否合理,是否可操作,存在什么問題及原因等。本文以英語學科核心素養(yǎng),全人教育,有效教學理論,教學目標分類理論,教學目標陳述理論為理論基礎(chǔ),采用分析法,課堂觀察法和訪談法,分析了12篇初中英語課堂教學目標設(shè)計,并對這12篇初中英語教師的目標設(shè)計的的課堂進行了觀察,對初中英語教師進行了訪談。探究并總結(jié)出當下英語教師對于核心素養(yǎng)目標的看法,當前的英語課堂目標設(shè)計中對核心素養(yǎng)的體現(xiàn)情況:1.語言能力上知識的講解割裂,對能力的培養(yǎng)較少。2.文化品格滲透流于形式。3.思維品質(zhì)集中在記憶上,缺乏其他能力的培養(yǎng)。4.學習能力上注重知識學習,其他的學習能力被忽略。以及當前初中英語教學目標設(shè)計中存在的主要問題是:1.過度強調(diào)語言知識目標,三維目標不完整且割裂。2.情感目標牽強生硬不好操作。3.并沒有將核心素養(yǎng)與目標設(shè)計結(jié)合起來。本文并歸納出上述問題的主要原因:1.相對于學生的全面發(fā)展,教師更加關(guān)注考試結(jié)果。2.目標設(shè)計對課程效果的決定性影響還沒有引起教師的足夠重視。3.教師對核心素養(yǎng)的理解不夠深,還不能將核心素養(yǎng)與目標設(shè)計相結(jié)合。本文并針對這些問題和原因嘗試給出建議。
[Abstract]:In teaching design, it is necessary to have a logical design for the objectives of classroom teaching in specific units, and for each link of classroom teaching. Only by paying attention to the teaching design of these basic nodes can we guarantee the scientific nature of the teaching implementation. The core accomplishment includes language ability, cultural character, and so on. The four dimensions of thinking quality and learning ability. The presentation of core literacy points out the direction of classroom teaching. Combing the cultivation goal with core literacy can correct the past "emphasis on knowledge, not ability," Neglecting the educational bias of emotional attitude and values ". Therefore, this topic has a distinct practical significance. Regarding the design of teaching objectives, the literature collected shows that the current domestic research is mainly to comb and deeply discuss the theory. The research on classroom teaching objective design in a certain subject, especially in English, is not enough. The research on core literacy is mainly focused on the connotation of core literacy and the relationship between importance and quality education. There is little research on how to embody the core literacy goal design in the classroom teaching design. This paper studies the setting of the core literacy goal in the junior middle school English classroom teaching design, through the text analysis, Interviews and special observations are used to study the implementation of core literacy in classroom teaching objective design, whether it is reasonable, whether it is operable, what problems exist and why. This paper uses the core literacy of English subjects, whole-person education, effective teaching theory, etc. Based on the classification theory of teaching objectives and the theory of statement of teaching objectives, this paper analyzes the design of teaching objectives in 12 junior middle school English classes by means of analysis, classroom observation and interview. This paper also makes an observation of the 12 English teachers' goal design in junior middle school, and interviews with them to find out their views on the goal of core accomplishment. The embodiment of Core Literacy in current English classroom goal Design: 1. The explanation of language competence is divided, and the cultivation of competence is less. 2. Cultural character permeates into form .3.Thinking quality is concentrated on memory. Lack of other abilities. 4. Pay attention to knowledge learning in learning ability, neglect other learning ability, and the main problem in the design of English teaching goal in junior high school is: 1. Overemphasize language knowledge goal. 3D target is incomplete and fragmented .2. emotional target is far from rigid and difficult to operate .3.There is no combination of core accomplishment and goal design. This paper also concludes the main reason of the above question: 1.Compared with the overall development of students. Teachers pay more attention to test result .2.The decisive effect of goal design on curriculum effect has not been paid enough attention by teachers. 3. Teachers' understanding of core accomplishment is not deep enough. It is not possible to combine core literacy with goal design. This paper also tries to give some suggestions for these problems and reasons.
【學位授予單位】：合肥師范學院
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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本文編號：1537582