本文選題：生活化教學 + 中學英語教學　； 參考：《華中師范大學》2017年碩士論文

【摘要】：隨著我國新課程改革十多年的不斷發(fā)展,基礎教育中占重要地位的英語教學也一直積極嘗試做出改善。英語生活化教學作為我國英語教學改革中的重要表現(xiàn)之一,也越來越受到教育工作者的青睞。一定程度上,它批判了教學中過分追求英語考試高分為目的,實行知識單向灌輸?shù)膯栴}。改善了傳統(tǒng)英語教學中同實際生活嚴重分離的狀況,使教學以學生為主體,考慮學生在學習中的情感與體驗。然而,當前的中學英語生活化教學中,由于部分教育工作者對其含義理解不透徹,使中學英語教學同生活的關系沒有得到合理處理,導致英語生活化教學理念在中學英語教學實踐過程中存在種種誤區(qū)。對中學英語生活化教學的過程及其誤區(qū)進行反思,對尋求其本真內涵,優(yōu)化英語教學具有重要的意義。本論文分為五個部分:緒論部分:從新課程理念及中學英語教學的現(xiàn)狀出發(fā),介紹本論文問題提出的緣由,論述本論文的研究目和意義,介紹了本論文的思路和方法。通過對國內外相關文獻進行整理分析,指出論文的研究特色和創(chuàng)新之處。第一部分是將中學英語生活化教學及其理念、意義進行解讀。它是關照中學生心智發(fā)展特點進行生活化教學。其教學內容貼近實際生活,教學實施基于學生已有經(jīng)驗,教學目的不僅在于日常生活。對突破語言學習環(huán)境缺失的局限;促進語言意義與語言形式學習的結合;消除英語學習與其他學科的隔閡具有重要意義。第二部分是根據(jù)已有研究分析結合筆者教育實習,對當前中學英語生活化教學進行考察,指出當前中學英語生活化教學存在形式化、庸俗化、簡單化的誤區(qū)。使中學英語生活化教學出現(xiàn)“假”生活化、過于追求日常生活情景、嚴重“遺忘”學生學習生活的現(xiàn)象。第三部分是英語生活化教學的本真追尋,結合英語教學實際及國際外語教育經(jīng)驗,提出完整生活化教學的觀點,并且討論提完整生活化教學的原因。指出完整生活化應該尊重學生個體生活,關照日常生活,貫連學習生活,三個方面互不可缺。第四部分是中學英語生活化教學實施過程中的優(yōu)化建議。在對其含義的本真追尋以及誤區(qū)的審視基礎上,從理念樹立,目標重構,教學內容優(yōu)化,教學過程設計,教學評價改革等幾方面提出英語生活化教學的改進建議。以期為我國中學英語教師提供借鑒。
[Abstract]:With the continuous development of the new curriculum reform in China for more than ten years, English teaching, which plays an important role in basic education, has been actively trying to improve. As one of the important manifestations in the reform of English teaching in our country, English living teaching is becoming more and more popular among educators. To a certain extent, it criticizes the excessive pursuit of high scores in English examinations and the practice of unilateral inculcation of knowledge. It improves the serious separation between the traditional English teaching and the real life and makes the teaching take the students as the main body and consider the students' emotion and experience in their study. However, in the current life teaching of English in middle schools, some educators do not have a thorough understanding of its meaning, so that the relationship between English teaching and life in middle schools has not been properly dealt with. It leads to various misunderstandings in the practice of English teaching in middle schools. It is of great significance to reflect on the process and misunderstanding of English teaching in middle school, to seek its true connotation and to optimize English teaching. This thesis is divided into five parts: introduction: starting from the concept of new curriculum and the present situation of English teaching in middle schools, this paper introduces the causes of the problems raised in this paper, discusses the purpose and significance of the research, and introduces the ideas and methods of this paper. This paper points out the characteristics and innovations of the thesis through the analysis of the related literature at home and abroad. The first part is to interpret the life-oriented English teaching and its concept and meaning in middle school. It is concerned with the mental development of middle school students to carry out life-oriented teaching. The teaching content is close to the actual life, the teaching implementation is based on the students' experience, and the purpose of the teaching is not only in daily life. It is of great significance to break through the limitation of language learning environment, to promote the combination of language meaning and language form learning, and to eliminate the gap between English learning and other subjects. The second part is based on the existing research and analysis combined with the author's education practice to investigate the current middle school English living teaching, pointing out that there are formalized, vulgar and simplistic errors in the current middle school English living teaching. It makes the English teaching in middle school appear "false", pursue the daily life scene too much, and "forget" the phenomenon of students' learning life seriously. In the third part, the author puts forward the point of view of integrated life teaching and discusses the reasons why it should be put forward in the light of the reality of English teaching and the experience of international foreign language teaching. It is pointed out that the integration of life should respect the individual life of students, take care of daily life, and continue to study life, the three aspects are indispensable to each other. The fourth part is the optimization suggestions in the process of English teaching in middle school. On the basis of the true pursuit of its meaning and its misunderstandings, this paper puts forward some suggestions for improving the life-oriented English teaching from the aspects of establishing the idea, reconstructing the goal, optimizing the teaching content, designing the teaching process, reforming the teaching evaluation, and so on. In order to provide reference for our middle school English teachers.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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