本文選題：初中英語 + 家庭作業(yè)��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：英語課程標(biāo)準(zhǔn)(2011版)提出,義務(wù)教育階段英語課程的總目標(biāo)是通過英語學(xué)習(xí)使學(xué)生掌握英語語言知識,獲得語言交際能力,培養(yǎng)多元文化意識,為學(xué)生的全面發(fā)展奠基。為達(dá)到這一目標(biāo),教師把大量時間和精力都放在了英語課堂上,卻忽視了英語課外作業(yè)的設(shè)計(jì)。很多初中英語教師受傳統(tǒng)教育思想的影響,其布置的英語作業(yè)類型單一、枯燥無味,在一定程度上限制了學(xué)生的想象力和創(chuàng)新思維。因此,學(xué)生普遍認(rèn)為作業(yè)是一種負(fù)擔(dān),字跡潦草、抄襲作業(yè)的現(xiàn)象層出不窮,他們只是被動地應(yīng)付作業(yè),難以體驗(yàn)在真實(shí)情境中運(yùn)用英語的樂趣。這種形勢下,英語作業(yè)作為課堂教學(xué)的延伸,一定程度上起不到應(yīng)有的補(bǔ)充價值。因此,初中英語作業(yè)的有效性設(shè)計(jì)成了不可缺少的研究課題。本文主要理論依據(jù)為多元智能理論、建構(gòu)主義理論、人本主義理論。在多元智力理論的指導(dǎo)下,筆者根據(jù)學(xué)生的不同智能組合方式,設(shè)計(jì)類型多樣的的初中英語家庭作業(yè),并促進(jìn)學(xué)生多元智能的發(fā)展;依據(jù)建構(gòu)主義理論,筆者利用學(xué)生已有的經(jīng)驗(yàn)基礎(chǔ)和知識背景設(shè)計(jì)英語家庭作業(yè),以促進(jìn)學(xué)生對新知識的意義建構(gòu);根據(jù)人本主義理論,筆者設(shè)計(jì)多種問題情境,使初中英語家庭作業(yè)不斷貼近學(xué)生的實(shí)際生活,以促進(jìn)學(xué)生積極主動地完成家庭作業(yè)。本研究采用文獻(xiàn)研究法、調(diào)查問卷法、訪談法和實(shí)驗(yàn)法等研究方法,以濟(jì)南市某初中三年級2個班級129人為研究對象,進(jìn)行了一學(xué)期的研究(2016年9月至12月)。本研究主要針對以下三個問題進(jìn)行探索:1.如何對初中英語作業(yè)進(jìn)行有效設(shè)計(jì);2.初中英語作業(yè)的有效設(shè)計(jì)能否幫助學(xué)生鞏固課堂語言知識;3.初中英語作業(yè)的有效設(shè)計(jì)能否培養(yǎng)學(xué)生對英語家庭作業(yè)的興趣。研究過程分為三階段:實(shí)驗(yàn)前的數(shù)據(jù)收集,以調(diào)查初中英語教師家庭作業(yè)布置的現(xiàn)狀;實(shí)驗(yàn)過程中,筆者布置不同的家庭作業(yè),觀察和比較兩個班級學(xué)生的作業(yè)完成情況;實(shí)驗(yàn)后的數(shù)據(jù)收集和分析,研究結(jié)果證明了初中英語作業(yè)的有效性。在本研究中,筆者通過收集和分析測試、問卷和訪談的數(shù)據(jù),得出以下發(fā)現(xiàn):第一,教師應(yīng)樹立科學(xué)的作業(yè)觀,堅(jiān)持興趣性原則、層次性原則、創(chuàng)造性原則、適度性原則,并可從四個方面有效設(shè)計(jì)初中英語作業(yè):1)作業(yè)內(nèi)容;2)作業(yè)類型;3)作業(yè)量;4)作業(yè)難度。第二,通過對比兩個班的成績,證明了初中英語作業(yè)的有效設(shè)計(jì)能夠幫助學(xué)生鞏固課堂語言知識。第三,通過對實(shí)驗(yàn)后調(diào)查問卷數(shù)據(jù)的整理和分析,驗(yàn)證了初中英語作業(yè)的有效設(shè)計(jì)能夠培養(yǎng)學(xué)生對英語家庭作業(yè)的興趣。誠懇期望本研究能對初中英語教師設(shè)計(jì)家庭作業(yè)有一定的借鑒意義。
[Abstract]:The general goal of English curriculum in compulsory education stage is to enable students to master English language knowledge, acquire language communicative competence, cultivate multicultural consciousness and lay the foundation for students' all-round development. In order to achieve this goal, teachers devote a lot of time and energy to English classroom, but neglect the design of English homework. Many junior middle school English teachers are influenced by the traditional educational thoughts, and their English assignments are single and boring, which limits the students' imagination and creative thinking to a certain extent. Therefore, students generally think that homework is a burden, scribbling handwriting, plagiarism of the phenomenon of endless, they only passively cope with the homework, difficult to experience the fun of using English in real situations. In this situation, English homework as an extension of classroom teaching, to some extent, does not play a complementary role. Therefore, the effectiveness of junior English homework design has become an indispensable research topic. This paper is mainly based on the theory of multiple intelligences, constructivism and humanism. Under the guidance of the theory of multiple intelligences, according to the students' different ways of intelligence combination, the author designs various types of English homework in junior high school and promotes the development of students' multiple intelligences. In order to promote the meaning construction of students' new knowledge, the author designs English homework on the basis of the students' existing experience and knowledge background, and designs a variety of problem situations according to the theory of humanism. Make English homework in junior high school keep close to students' real life, so as to promote students to finish homework actively. In this study, the methods of literature research, questionnaire, interview and experiment were used to study 129 students in two classes of junior middle school in Jinan for one semester (September-December 2016). This study focuses on the following three questions: 1. How to effectively design English homework in junior high school Can the effective design of junior middle school English homework help students consolidate their classroom language knowledge? Whether the effective design of junior English homework can foster students' interest in English homework. The research process is divided into three stages: collecting data before the experiment to investigate the present situation of homework assignment of English teachers in junior high school, and in the course of the experiment, the author arranges different homework to observe and compare the students' homework completion in the two classes; The experimental data collection and analysis, the results of the study proved the effectiveness of junior high school English homework. In this study, the author collected and analyzed the data of test, questionnaire and interview, and obtained the following findings: first, teachers should establish a scientific view of work, adhere to the principles of interest, hierarchy, creativity, moderation, etc. In addition, we can effectively design English assignment in junior high school from four aspects. Secondly, by comparing the results of the two classes, it is proved that the effective design of junior high school English homework can help students consolidate their classroom language knowledge. Thirdly, through the analysis of the questionnaire data after the experiment, it is proved that the effective design of junior high school English homework can foster students' interest in English homework. It is sincerely hoped that this study can be used for reference by English teachers in junior high school.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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