《普通高中英語課程標準（2017年版）》提出指向英語學科核心素養(yǎng)的英語學習活動觀,明確活動是英語學習的基本形式,是學習者發(fā)展多元思維、培養(yǎng)文化意識、形成學習能力的主要途徑。英語課堂學習活動的設計應以促進學生英語學科核心素養(yǎng)的發(fā)展為目標,通過學習理解、應用實踐、遷移創(chuàng)新等層層遞進的語言、思維、文化相融合的活動,引導學生加深對主題意義的理解,培養(yǎng)其分析問題、解決問題,以及創(chuàng)造性地表達個人觀點、情感和態(tài)度的意識和能力。本研究基于英語學習活動觀,采用教學活動設計內(nèi)容分析,課堂觀察,以及教師訪談等方法對一所省級重點高中五名高一年級英語教師的教學活動設計進行為期三個月的探究,主要探討以下兩個研究問題:1.高中英語教師課堂教學活動設計的特點是什么?2.英語學習活動觀對高中英語教師教學活動設計有什么影響?研究發(fā)現(xiàn)五位教師在英語課堂教學活動設計上有共性特征。首先,高中英語課堂教學活動設計主要關注語言知識的傳授和語言技能的訓練,文化意識和思維品質(zhì)的培養(yǎng)不足。其次,基于英語學習活動觀的三類教學活動能基本落實,但設計的遷移創(chuàng)新類的活動形式較為單一。不同的是,教學經(jīng)驗豐富的教師能更深入地理解英語學習活動觀,設計... 

【文章來源】：沈陽師范大學遼寧省

【文章頁數(shù)】：124 頁

【學位級別】：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：3515164