本文選題：中職學(xué)校 + 英語教學(xué)��； 參考：《廣州大學(xué)》2017年碩士論文

【摘要】：一般性教學(xué)仍然廣泛地存在課堂教學(xué)中。一般性教學(xué)的落后性和不適應(yīng)性,影響了教學(xué)效果和教學(xué)質(zhì)量、損害學(xué)生全面健康發(fā)展,也影響教師課堂教學(xué)的積極性。為探討中職學(xué)校英語教學(xué)運用開放式教學(xué)的實效,筆者從自身的教育實踐出發(fā),圍繞學(xué)校層面、教師層面、學(xué)生層面出現(xiàn)的問題,總結(jié)分析筆者在中職學(xué)校英語教學(xué)中使用開放式教學(xué)所遇到的問題,重點分析教師在實踐開放式教學(xué)出現(xiàn)的問題。本研究主要采用三種研究方法:文獻(xiàn)研究法、訪談法以及問卷調(diào)查法。筆者從廣州海珠SW職業(yè)學(xué)校選取84名學(xué)生作為研究對象。本研究將“開放式教學(xué)”定義為:以現(xiàn)代科學(xué)的教育思想、教與學(xué)的理論為指導(dǎo),是教學(xué)環(huán)境得到開放,進(jìn)而充分利用課堂內(nèi)和課堂外、學(xué)校內(nèi)和學(xué)校外的教學(xué)資源,特別是網(wǎng)絡(luò)學(xué)習(xí)資源,把教學(xué)從課堂內(nèi)向課外,甚至向社會延伸的一種教與學(xué)的過程中,各個重要因素之間的穩(wěn)定關(guān)系和活動進(jìn)度、過程的結(jié)構(gòu)和形態(tài)方式�？偨Y(jié)出開放式教學(xué)具有培養(yǎng)學(xué)生創(chuàng)新精神和實踐能力、著重學(xué)生的發(fā)展、多樣化的學(xué)習(xí)內(nèi)容、學(xué)生的廣泛參與性、倡導(dǎo)師生朋友關(guān)系、學(xué)習(xí)生活也是課堂一部分、注重現(xiàn)代教育技術(shù)的特征。本研究以廣州海珠SW職業(yè)學(xué)校為研究對象,實證分析了中職學(xué)校英語教學(xué)運用開放式教學(xué)的前后的調(diào)查數(shù)據(jù),重點總結(jié)分析了中職學(xué)校英語教學(xué)運用開放式教學(xué)時教師的問題。以此為基礎(chǔ),提出了構(gòu)建開放式教學(xué)必須具備的思維、開放式教學(xué)設(shè)計策略、開放式教學(xué)流程的策略、開放式教學(xué)的準(zhǔn)備策略、開放式教學(xué)的實施策略、開放式教學(xué)的完善策略。
[Abstract]:General teaching still widely exists in classroom teaching. The backwardness and inadaptability of general teaching not only affect the teaching effect and teaching quality, but also impair the healthy development of students and teachers' enthusiasm in classroom teaching. In order to explore the practical effect of open teaching in English teaching in secondary vocational schools, the author starts from his own educational practice and focuses on the problems at the school level, teacher level and student level. This paper summarizes and analyzes the problems encountered by the author in the use of open teaching in English teaching in secondary vocational schools, and focuses on the problems of teachers in practicing open teaching. This research mainly adopts three kinds of research methods: literature research, interview and questionnaire survey. The author selected 84 students from Guangzhou Haizhu SW Vocational School as the research object. In this study, "open teaching" is defined as: guided by modern scientific educational ideas, teaching and learning theories, the teaching environment is open and the teaching resources in and out of the classroom, in and out of school, are fully utilized. Especially in the process of teaching and learning from classroom to extracurricular, and even extending to the society, the steady relationship and progress of activities among the important factors, the structure and the form of the process are discussed in the network learning resources. It is concluded that open teaching has the characteristics of cultivating students' innovative spirit and practical ability, emphasizing students' development, diversified learning content, students' extensive participation, advocating the relationship between teachers and students' friends, and that learning life is also a part of the classroom. Pay attention to the characteristics of modern educational technology. Taking Haizhu SW Vocational School in Guangzhou as the research object, this paper empirically analyzes the survey data before and after the use of open teaching in English teaching in secondary vocational schools, and focuses on summarizing and analyzing the problems of teachers in the use of open teaching in English teaching in secondary vocational schools. On the basis of this, this paper puts forward the necessary thinking of constructing open teaching, the strategy of open teaching design, the strategy of open teaching process, the strategy of preparation of open teaching, the implementation strategy of open teaching. The perfect strategy of open teaching.
【學(xué)位授予單位】：廣州大學(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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