本文選題：情境教學(xué)法 + 日語(yǔ)精讀　； 參考：《長(zhǎng)春師范大學(xué)》2017年碩士論文

【摘要】：情境教學(xué)法最早產(chǎn)生于20世紀(jì)二三十年代的英國(guó),由英國(guó)應(yīng)用語(yǔ)言學(xué)家在20世紀(jì)三十年代到20世紀(jì)六十年代發(fā)展形成。它是一種以口語(yǔ)能力的培養(yǎng)為基礎(chǔ)、強(qiáng)調(diào)通過(guò)有意義的情境進(jìn)行目的語(yǔ)基本結(jié)構(gòu)操練的教學(xué)法,代表人物為英國(guó)著名語(yǔ)言學(xué)家帕默和霍恩比。國(guó)內(nèi)出現(xiàn)了一些有關(guān)情境教學(xué)法在教學(xué)中的應(yīng)用成果,取得令人矚目成果的當(dāng)推江蘇的特級(jí)教師李吉林,她在1990年發(fā)表的專(zhuān)著《情境教學(xué)實(shí)驗(yàn)與研究》是我國(guó)進(jìn)行情境教學(xué)理論研究的第一本重要著作,開(kāi)創(chuàng)了我國(guó)情境教學(xué)的新局面。總體來(lái)說(shuō),盡管對(duì)情境教學(xué)法的相關(guān)理論和在日語(yǔ)教學(xué)中的應(yīng)用研究都出現(xiàn)了研究成果,但是對(duì)于目前我國(guó)高校日語(yǔ)教學(xué)中的一些問(wèn)題,如不同學(xué)校生源質(zhì)量、師資力量等問(wèn)題,如何應(yīng)用情境教學(xué)法強(qiáng)化學(xué)生掌握基礎(chǔ)知識(shí)和實(shí)際應(yīng)用,并將情境法落實(shí)到課堂中的每一個(gè)課時(shí)的教學(xué)研究較為薄弱。鑒于此,筆者就情境教學(xué)法在高校日語(yǔ)精讀教學(xué)中的應(yīng)用做以專(zhuān)門(mén)研究。本論文將通過(guò)實(shí)驗(yàn)對(duì)比的方法進(jìn)行研究,以長(zhǎng)春市某高校外語(yǔ)學(xué)院日語(yǔ)專(zhuān)業(yè)大學(xué)一年級(jí)的兩個(gè)班級(jí)的學(xué)生作為研究對(duì)象,將一個(gè)班作為實(shí)驗(yàn)班實(shí)施情境教學(xué)法進(jìn)行授課,另一個(gè)班作為控制班采用傳統(tǒng)教學(xué)法進(jìn)行授課。此次實(shí)驗(yàn)收集了實(shí)驗(yàn)班和控制班兩個(gè)班級(jí)前測(cè)和后測(cè)的成績(jī),使用SPSS軟件進(jìn)行獨(dú)立樣本T檢驗(yàn)。測(cè)試結(jié)果顯示,實(shí)驗(yàn)班與控制班的日語(yǔ)成績(jī)產(chǎn)生了顯著差異,能充分證實(shí)實(shí)驗(yàn)假設(shè),與傳統(tǒng)教學(xué)方法相比,能夠有效地提高學(xué)生的日語(yǔ)語(yǔ)言運(yùn)用能力。在本篇論文中,筆者運(yùn)用了各種研究方法,除了實(shí)驗(yàn)研究法,還對(duì)實(shí)驗(yàn)班學(xué)生進(jìn)行了問(wèn)卷調(diào)查和訪談,并結(jié)合實(shí)驗(yàn)研究法表明:與傳統(tǒng)教學(xué)方法相比,情境教學(xué)法在高校日語(yǔ)精讀教學(xué)中對(duì)學(xué)生的學(xué)習(xí)興趣和能力提高等方面更為有效。
[Abstract]:Situational approach was first developed in Britain in the 1920s and 1930s, and developed from the 1930s to the 1960s by English applied linguists. It is a kind of teaching method based on the cultivation of oral ability and emphasizes the practice of the basic structure of the target language through meaningful situation. The representative characters are the famous English linguists Palmer and Hornby. In China, there have been some achievements in the application of situational teaching methods in teaching. Li Jilin, a special teacher in Jiangsu Province, has achieved remarkable results. Her monograph "experiment and Research in situational Teaching", published in 1990, is the first important work in the theoretical research of situational teaching in China, which opens up a new situation of situational Teaching in China. Generally speaking, although the relevant theories of situational teaching method and the applied research in Japanese teaching have been studied, there are some problems in Japanese teaching in colleges and universities in China, such as the quality of students from different schools. How to apply situational teaching method to strengthen students' grasp of basic knowledge and practical application, and how to implement situational method into each class in the classroom teaching research is relatively weak. In view of this, the author makes a special study on the application of situational teaching method in intensive reading teaching of Japanese in colleges and universities. In this paper, by means of the method of experimental contrast, the students of two classes of Japanese major in a college of foreign languages in Changchun are taken as the research objects, and one class is used as the experimental class to carry out the teaching of the situational teaching method. The other class is taught as a control class using traditional teaching methods. The results of pre-test and post-test in two classes of experimental class and control class were collected, and independent sample T test was carried out with SPSS software. The test results show that there are significant differences between the experimental class and the control class, which can fully verify the experimental hypothesis, and can effectively improve the students' ability to use Japanese language in comparison with the traditional teaching methods. In this paper, the author uses various research methods, in addition to the experimental research method, also carries on the questionnaire survey and the interview to the experimental class student, and unifies the experimental research method to show: compared with the traditional teaching method, Situational teaching method is more effective in improving students' learning interest and ability in intensive reading teaching of Japanese in colleges and universities.
【學(xué)位授予單位】：長(zhǎng)春師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H36

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 張yN;;基于職業(yè)能力培養(yǎng)的高職英語(yǔ)教學(xué)改革與探索[J];現(xiàn)代經(jīng)濟(jì)信息;2016年09期

2 姚曉娟;;情景教學(xué)法在高校日語(yǔ)二外教學(xué)中的應(yīng)用——以仰恩大學(xué)英語(yǔ)專(zhuān)業(yè)二外習(xí)得的現(xiàn)狀調(diào)查、研究為例[J];學(xué)術(shù)問(wèn)題研究;2015年01期

3 于穎;;破譯情景教學(xué)的密碼[J];課程教育研究;2014年12期

4 于海波;;情境教學(xué)——高職商務(wù)英語(yǔ)教學(xué)改革之路[J];吉林廣播電視大學(xué)學(xué)報(bào);2013年05期

5 楊洋;;淺談情境教學(xué)法在高職專(zhuān)業(yè)日語(yǔ)教學(xué)中的應(yīng)用[J];現(xiàn)代企業(yè)教育;2012年20期

6 祝全;;淺談多媒體在高職高專(zhuān)英語(yǔ)教學(xué)上的應(yīng)用[J];海外英語(yǔ);2012年20期

7 張三香;謝薇薇;;批判性閱讀理論的依據(jù)與策略[J];江西社會(huì)科學(xué);2012年07期

8 朱偉娟;;克拉申“輸入假說(shuō)”理論在對(duì)外漢語(yǔ)教學(xué)中的應(yīng)用[J];湖北社會(huì)科學(xué);2012年06期

9 肖溫雅;;課堂教學(xué)中學(xué)生人際交往智能培養(yǎng)探析[J];科技信息;2011年24期

10 崔學(xué)文;;淺談如何發(fā)揮語(yǔ)文教學(xué)的美育功能[J];新課程(教育學(xué)術(shù));2010年12期

相關(guān)碩士學(xué)位論文 前4條

1 何奧斯;情境教學(xué)法在高中英語(yǔ)語(yǔ)法教學(xué)中的應(yīng)用[D];華中師范大學(xué);2015年

2 高國(guó)偉;情境教學(xué)法在小學(xué)英語(yǔ)課堂教學(xué)中有效實(shí)施的研究[D];遼寧師范大學(xué);2014年

3 楊述芳;初中化學(xué)課堂不同環(huán)節(jié)中情境教學(xué)的策略研究[D];上海師范大學(xué);2013年

4 楊穎;運(yùn)用建構(gòu)主義理論優(yōu)化高中英語(yǔ)情境教學(xué)的研究[D];陜西師范大學(xué);2010年

，

本文編號(hào)：1787916