本文選題：全身反應(yīng)法 + 英語教學(xué)�。� 參考：《青海師范大學(xué)》2017年碩士論文

【摘要】：近年來,小學(xué)英語教育受到教育部門越來越多的關(guān)注。隨著課程與教學(xué)改革的全面推進(jìn),一些傳統(tǒng)的教學(xué)法已經(jīng)不能滿足于實(shí)踐發(fā)展的要求。因此,應(yīng)用于小學(xué)英語教學(xué)的新思路、新方法應(yīng)運(yùn)而生。我們所熟知的有:自然拼讀法、全身反應(yīng)法、交際教學(xué)法、侵入式教學(xué)等。其中,全身反應(yīng)法在兒童英語教學(xué)中被廣泛使用并受到好評(píng)。全身反應(yīng)法,簡(jiǎn)稱TPR。它是19世紀(jì)60年代由美國(guó)著名的心理學(xué)家James Asher提出來的。并成功應(yīng)用于教授德、法、英等外語,在國(guó)際上享有盛譽(yù)。TPR是指教師通過口頭指令并輔以肢體動(dòng)作將教學(xué)中的內(nèi)容表達(dá)出來,學(xué)習(xí)者理解其意義后用肢體語言給予回應(yīng)。它提倡教學(xué)要寓教于樂,營(yíng)造無壓力的輕松的學(xué)習(xí)氛圍,以幫助學(xué)生提高興趣、樹立自信。這種教學(xué)法符合兒童的天性,能夠讓農(nóng)村學(xué)生擺脫機(jī)械記憶,在愉悅的環(huán)境中進(jìn)行語言思維,用英語進(jìn)行簡(jiǎn)單的交流。本文致力于研究全身反應(yīng)法在農(nóng)村小學(xué)英語詞匯教學(xué)中的應(yīng)用,詞匯是英語學(xué)習(xí)的基礎(chǔ),也是小學(xué)英語教育的重點(diǎn)。文章主要研究以下三個(gè)問題:1、全身反應(yīng)法是否能有效促進(jìn)農(nóng)村學(xué)生英語詞匯學(xué)習(xí)的興趣?2、對(duì)于詞匯的長(zhǎng)時(shí)記憶和短時(shí)記憶,全身反應(yīng)法在哪個(gè)方面更有效?3、全身反應(yīng)法如何幫助農(nóng)村學(xué)生提高詞匯水平?教學(xué)實(shí)驗(yàn)在一所偏遠(yuǎn)的農(nóng)村小學(xué)進(jìn)行,歷時(shí)四個(gè)月,實(shí)驗(yàn)對(duì)象為三年級(jí)兩個(gè)班,分別為實(shí)驗(yàn)班和控制班,共八十名學(xué)生,實(shí)驗(yàn)班主要采用全身反應(yīng)法進(jìn)行授課,控制班則通過常見的傳統(tǒng)教學(xué)法進(jìn)行教學(xué)。首先,對(duì)兩個(gè)班進(jìn)行一次詞匯學(xué)習(xí)興趣的調(diào)查問卷,隨后是前測(cè)試卷;在教學(xué)實(shí)驗(yàn)進(jìn)行到中期時(shí),對(duì)兩個(gè)班進(jìn)行立即測(cè)驗(yàn)和延遲測(cè)驗(yàn),兩測(cè)驗(yàn)相隔一周;在實(shí)驗(yàn)的尾期,進(jìn)行后測(cè)和調(diào)查問卷。隨后,筆者進(jìn)行數(shù)據(jù)整理,并通過SPSS19.0數(shù)據(jù)分析軟件進(jìn)行專業(yè)分析。所得結(jié)果顯示:TPR在教學(xué)過程中更能吸引學(xué)生注意力,極大地激發(fā)了學(xué)生學(xué)習(xí)詞匯的興趣;并且能幫助學(xué)生對(duì)所學(xué)內(nèi)容保持較高的回憶率,在單詞的長(zhǎng)時(shí)記憶方面效果更佳;與傳統(tǒng)詞匯教學(xué)相比,能更有效地幫助學(xué)生提高詞匯水平。筆者通過實(shí)驗(yàn)得出以上研究結(jié)果,顯示出TPR適用性強(qiáng),在農(nóng)村小學(xué)英語課堂上價(jià)值和意義重大。希望本研究能對(duì)廣大農(nóng)村小學(xué)英語教師在課堂教學(xué)上有些許啟發(fā)。讓全身反應(yīng)法真正走進(jìn)農(nóng)村小學(xué)英語課堂,為農(nóng)村孩子的英語教育添磚加瓦。
[Abstract]:In recent years, the primary school English education receives the education department more and more attention. With the development of curriculum and teaching reform, some traditional teaching methods can not meet the requirements of practical development. Therefore, the new ideas and new methods for English teaching in primary schools emerge as the times require. We are familiar with: natural spelling, systemic reaction, communicative teaching, intrusive teaching and so on. Among them, the whole-body reaction method is widely used in children's English teaching and highly praised. TPR. It was proposed by the famous American psychologist James Asher in the 1960 s. The successful application of TPR to the teaching of foreign languages such as morality, French, English and so on means that the teacher expresses the contents of the teaching through oral instructions and body movements, and the learners understand the meaning and respond with the body language. It advocates that teaching should be enjoyable, create a relaxed learning atmosphere without pressure, and help students develop interest and confidence. This teaching method is in accord with the nature of children. It can let rural students get rid of mechanical memory, think in pleasant environment and communicate with each other in English. This paper is devoted to the study of the application of whole-body reaction method in English vocabulary teaching in rural primary schools. Vocabulary is the foundation of English learning and the focus of primary English education. This paper mainly studies the following three questions: 1: 1, whether the whole body reaction method can effectively promote the interest of rural students in English vocabulary learning. In which way is the whole body reaction method more effective? how can the whole body reaction method help rural students improve their vocabulary level? The teaching experiment was conducted in a remote rural primary school for four months. The subjects of the experiment were two classes in grade three, one in the experimental class and the other in the control class, with a total of 80 students. The experimental class was taught mainly by the method of systemic reaction. The control class is taught through common traditional teaching methods. First, a questionnaire on vocabulary learning interests was given to the two classes, followed by a pre-test paper; at the middle of the teaching experiment, the two classes were given immediate and delayed tests, one week apart; at the end of the experiment, A post test and a questionnaire were conducted. Afterwards, the author carries on the data collation, and carries on the specialized analysis through the SPSS19.0 data analysis software. The results show that: TPR can attract students' attention and arouse students' interest in vocabulary learning in the process of teaching, and it can help students to maintain a high recall rate of what they have learned and have better effect in the long-term memory of words. Compared with traditional vocabulary teaching, it can help students improve their vocabulary level more effectively. The results show that TPR is of great value and significance in rural primary school English classroom. I hope this study can enlighten English teachers in rural primary schools in classroom teaching. Let the whole body reaction method into the rural primary school English classroom, for rural children's English education.
【學(xué)位授予單位】：青海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.31

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本文編號(hào)：1977332