《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017年版）》提出指向英語(yǔ)學(xué)科核心素養(yǎng)的英語(yǔ)學(xué)習(xí)活動(dòng)觀,明確活動(dòng)是英語(yǔ)學(xué)習(xí)的基本形式,是學(xué)習(xí)者發(fā)展多元思維、培養(yǎng)文化意識(shí)、形成學(xué)習(xí)能力的主要途徑。英語(yǔ)課堂學(xué)習(xí)活動(dòng)的設(shè)計(jì)應(yīng)以促進(jìn)學(xué)生英語(yǔ)學(xué)科核心素養(yǎng)的發(fā)展為目標(biāo),通過(guò)學(xué)習(xí)理解、應(yīng)用實(shí)踐、遷移創(chuàng)新等層層遞進(jìn)的語(yǔ)言、思維、文化相融合的活動(dòng),引導(dǎo)學(xué)生加深對(duì)主題意義的理解,培養(yǎng)其分析問(wèn)題、解決問(wèn)題,以及創(chuàng)造性地表達(dá)個(gè)人觀點(diǎn)、情感和態(tài)度的意識(shí)和能力。本研究基于英語(yǔ)學(xué)習(xí)活動(dòng)觀,采用教學(xué)活動(dòng)設(shè)計(jì)內(nèi)容分析,課堂觀察,以及教師訪(fǎng)談等方法對(duì)一所省級(jí)重點(diǎn)高中五名高一年級(jí)英語(yǔ)教師的教學(xué)活動(dòng)設(shè)計(jì)進(jìn)行為期三個(gè)月的探究,主要探討以下兩個(gè)研究問(wèn)題:1.高中英語(yǔ)教師課堂教學(xué)活動(dòng)設(shè)計(jì)的特點(diǎn)是什么?2.英語(yǔ)學(xué)習(xí)活動(dòng)觀對(duì)高中英語(yǔ)教師教學(xué)活動(dòng)設(shè)計(jì)有什么影響?研究發(fā)現(xiàn)五位教師在英語(yǔ)課堂教學(xué)活動(dòng)設(shè)計(jì)上有共性特征。首先,高中英語(yǔ)課堂教學(xué)活動(dòng)設(shè)計(jì)主要關(guān)注語(yǔ)言知識(shí)的傳授和語(yǔ)言技能的訓(xùn)練,文化意識(shí)和思維品質(zhì)的培養(yǎng)不足。其次,基于英語(yǔ)學(xué)習(xí)活動(dòng)觀的三類(lèi)教學(xué)活動(dòng)能基本落實(shí),但設(shè)計(jì)的遷移創(chuàng)新類(lèi)的活動(dòng)形式較為單一。不同的是,教學(xué)經(jīng)驗(yàn)豐富的教師能更深入地理解英語(yǔ)學(xué)習(xí)活動(dòng)觀,設(shè)計(jì)... 

【文章來(lái)源】：沈陽(yáng)師范大學(xué)遼寧省

【文章頁(yè)數(shù)】：124 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract in English
Abstract in Chinese
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Purpose of the Study
    1.4 Overall Structure of the Study
Chapter2 Literature Review
    2.1 The Perspective of Activity-based English Learning
        2.1.1 Definitions of the Perspective of Activity-based English Learning
        2.1.2 Features of the Perspective of Activity-based English Learning
        2.1.3 Requirements of the Perspective of Activity-based English Learningon the designs of instructional activities
    2.2 Instructional Activities Design
        2.2.1 Definitions of Instructional Activities Design
        2.2.2 Classifications of Instructional Activities Design
    2.3 Theoretical Foundations
        2.3.1 Revised Bloom’s Taxonomy of Objectives
        2.3.2 The Constructivism Learning Theory
        2.3.3 The Humanism Learning Theory
    2.4 Relations between the Perspective of Activity-based English Learning andInstructional Activities Design
    2.5 Previous Studies on Instructional Activities Design and the Perspective ofActivity-based English Learning
        2.5.1 Previous Studies Abroad
        2.5.2 Previous Studies at Home
Chapter3 Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Analysis of Instructional Activities Design
        3.3.2 Classroom Observation
        3.3.3 Interview
    3.4 Procedure
    3.5 Data Collection
        3.5.1 Data collection of the Analysis of Instructional Activities Design
        3.5.2 Data Collection of Classroom Observation
        3.5.3 Data Collection of Interview
    3.6 Data Analysis
Chapter4 Results and Discussion
    4.1 Results
        4.1.1 Results of Instructional Activities Design Analysis
        4.1.2 Results of Classroom Observation
        4.1.3 Results of Interview
    4.2 Discussion
        4.2.1 Discussions on the Characteristics of English Instructional ActivitiesDesign in Senior High School
        4.2.2 Discussions on the Effects of the Perspective of Activity-basedEnglish Learning on Instructional Activities Design
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C



本文編號(hào)：3515164