本文選題：初中 + 英語課堂教學��； 參考：《魯東大學》2017年碩士論文

【摘要】：在促進教育公平的背景下,課堂無疑是貫徹落實教育公平,突出學生主體地位,促進學生健康全面發(fā)展的重要場域。筆者認為,關注英語課堂教學中的“邊緣生”,承認學生個體間的差異性,關注課堂教學中的每一個學生,將游離于課堂教學活動之外的“邊緣生”帶回到課堂教學活動的中心,促進其消極行為的轉化,不僅有利于提高學生英語學習的興趣,激發(fā)學生學習的潛能,還有利于完善學生的人格,促進英語課堂教學公平的實現(xiàn)。論文通過選取初中不同班級和年級的學生進行調查、訪談和課堂觀察,運用文獻法、問卷調查法、訪談法和觀察法四種研究方法,對當前初中英語課堂教學中的“邊緣生”問題進行了現(xiàn)狀調查和把握。在調查中發(fā)現(xiàn),學生自我認識的不足,教師在課堂教學中的忽略,以及家長在家庭教育等方面的缺失,使得課堂教學中的“邊緣生”問題日趨嚴重,且在轉化方面存在一定的困難。筆者通過問卷、訪談和深入到課堂進行觀察,結合青少年身心發(fā)展的特點,對英語課堂教學中的“邊緣生”的特征和邊緣生的類型進行了分類,并分別從“邊緣生”生成的學生個體因素、教學因素和家庭因素等方面深入分析課堂教學中“邊緣人”問題的產(chǎn)生原因。在轉化策略方面,筆者結合對“邊緣生”生成的相關因素進行分析,分別從學生個體、課堂教學環(huán)境和家校合作三大方面提出轉化對策,力圖為“邊緣生”的轉化提供切實可行的策略。論文中對初中課堂教學中“邊緣生”成因的分析和轉化策略的提出是以生成理論、場域理論、現(xiàn)象學理論、協(xié)同理論和關懷理論作為理論支撐的,通過借助這些理論豐富“邊緣生”的現(xiàn)實研究。通過論文的調查研究,希望可以明確“邊緣生”的特征,探索初中英語課堂教學中“邊緣生”的轉化路徑;有效推動初中生在英語課堂中參與課堂教學互動,提高學習效率;提高對課堂教學中的“邊緣生”的關注,在尊重個體差異的基礎上,實現(xiàn)每個人的發(fā)展,為促進教育公平理念的推廣提供現(xiàn)實的借鑒。
[Abstract]:Under the background of promoting educational fairness, classroom is undoubtedly an important field to carry out educational fairness, highlight the status of students as the main body and promote the healthy and comprehensive development of students. In my opinion, we should pay attention to the "marginal students" in English classroom teaching, acknowledge the differences among students, and pay attention to every student in classroom teaching. Bringing the marginal students away from the classroom teaching activities back to the center of the classroom teaching activities to promote the transformation of their negative behaviors is not only conducive to enhancing the students' interest in English learning, but also to stimulating the students' learning potential. It also helps to improve students' personality and promote the realization of English classroom teaching equity. Through the investigation, interview and classroom observation of students in different classes and grades of junior high school, this paper applies four research methods: literature, questionnaire, interview and observation. This paper investigates and grasps the problem of borderline students in junior middle school English classroom teaching. In the investigation, it is found that the deficiency of students' self-knowledge, the neglect of teachers in classroom teaching, and the lack of parents' family education make the problem of "marginal students" in classroom teaching become more and more serious. And there are some difficulties in transformation. The author classifies the characteristics of "marginal students" and the types of marginal students in English classroom teaching by means of questionnaires, interviews and in-depth observation into the classroom, combining with the characteristics of teenagers' physical and mental development. The causes of the problem of "marginal students" in classroom teaching are analyzed from the aspects of students' individual factors, teaching factors and family factors. In terms of transformation strategies, the author analyzes the factors related to the generation of "marginal students", and puts forward the transformation countermeasures from three aspects: individual students, classroom teaching environment and home-school cooperation. Try to provide practical strategies for the transformation of "marginal students". In this paper, the analysis and transformation strategy of "marginal students" in junior middle school classroom teaching are supported by generation theory, field theory, phenomenological theory, synergetic theory and care theory, which are supported by the theory of generation, the theory of field, the theory of phenomenology, the theory of cooperation and the theory of concern. Through the help of these theories to enrich the "marginal students" realistic research. Through the investigation and research of the thesis, it is hoped that the characteristics of "marginal students" can be clarified, the transformation path of "marginal students" in junior middle school English classroom teaching can be explored, and the junior middle school students should be effectively promoted to participate in classroom teaching interaction and improve their learning efficiency. We should pay more attention to the "marginal students" in classroom teaching, realize the development of everyone on the basis of respecting individual differences, and provide practical reference for promoting the promotion of the concept of educational fairness.
【學位授予單位】：魯東大學
【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：1961947