本文選題：初中學(xué)生 + 英語語法教學(xué)　； 參考：《貴州師范大學(xué)》2017年碩士論文

【摘要】：教育部頒布的《義務(wù)教育英語課程標(biāo)準(zhǔn)(初中部分)》指出,教師要通過創(chuàng)設(shè)接近實(shí)際生活的各種語境,采用循序漸進(jìn)的語言實(shí)踐活動(dòng),以及各種強(qiáng)調(diào)過程與結(jié)果并重的教學(xué)途徑和方法,培養(yǎng)學(xué)生用英語做事情的能力。顯然,新課標(biāo)指導(dǎo)下的英語語法教學(xué)要求知識(shí)與能力并重。然而,當(dāng)前的初中英語語法教學(xué)更多專注于語法知識(shí)的傳遞,較少重視學(xué)生語言能力的培養(yǎng)與提升。為此,我們需要在當(dāng)前的初中英語語法教學(xué)中積極探索和嘗試有效的教學(xué)模式。翻轉(zhuǎn)課堂教學(xué)模式出現(xiàn)于2007年,最初是兩位化學(xué)老師幫助缺課學(xué)生補(bǔ)課的一種教學(xué)實(shí)踐,隨后逐漸被運(yùn)用于不同學(xué)科的教學(xué)中,迅猛發(fā)展為一種新穎且高效的教學(xué)模式。近年來,我國眾多學(xué)者在不同學(xué)科領(lǐng)域內(nèi)探討了翻轉(zhuǎn)課堂教學(xué)模式,但關(guān)于翻轉(zhuǎn)課堂教學(xué)模式在英語語法教學(xué)中的應(yīng)用研究較少。鑒于此,本文試圖以建構(gòu)主義學(xué)習(xí)理論、自主學(xué)習(xí)理論以及合作學(xué)習(xí)理論為指導(dǎo),探究翻轉(zhuǎn)課堂教學(xué)模式在初中英語語法教學(xué)中的效用。本研究的被試對(duì)象是都勻市第三中學(xué)初二年級(jí)兩個(gè)班的學(xué)生,這兩個(gè)班一個(gè)是控制班,另一個(gè)是實(shí)驗(yàn)班。在開始實(shí)驗(yàn)之前,筆者設(shè)計(jì)了調(diào)查問卷和英語語法測試試卷。調(diào)查問卷的結(jié)果顯示,絕大多數(shù)學(xué)生以背誦語法規(guī)則為學(xué)習(xí)語法的主要方式,這讓他們不喜歡語法學(xué)習(xí),而為了通過考試他們又不得不重視語法學(xué)習(xí);而語法測試的結(jié)果則反映出他們運(yùn)用語法知識(shí)的能力較差,故他們?cè)谡Z法考試中失分嚴(yán)重。為此,筆者在實(shí)驗(yàn)班的語法教學(xué)中做出如下安排:首先,教師選取精煉、生動(dòng)的語法教學(xué)視頻并準(zhǔn)備相應(yīng)的語法拓展練習(xí)材料;其次,要求學(xué)生在課前觀看教學(xué)視頻并完成拓展練習(xí),但教師會(huì)提供在線幫助;最后,學(xué)生在完成練習(xí)的同時(shí)提出疑問和難點(diǎn),在課堂上與老師一起討論并找出解決辦法。對(duì)于控制班的學(xué)生,筆者則繼續(xù)采用原來的課堂教學(xué)模式。通過研究發(fā)現(xiàn),翻轉(zhuǎn)課堂教學(xué)模式有助于改善初中學(xué)生的語法學(xué)習(xí)方式,有效解決他們?cè)谟⒄Z語法學(xué)習(xí)中遇到的問題,培養(yǎng)他們的語法學(xué)習(xí)興趣,從而改變他們當(dāng)中許多人對(duì)英語語法學(xué)習(xí)的態(tài)度。此外,翻轉(zhuǎn)課堂教學(xué)模式有助于改善初中學(xué)生的語法運(yùn)用能力,提高他們的英語語法成績。
[Abstract]:The English Curriculum Standard for compulsory Education (Junior Middle School part) issued by the Ministry of Education points out that teachers should adopt gradual and progressive language practice activities by creating various contexts close to the actual life. And all kinds of teaching approaches and methods which emphasize both process and result to cultivate students' ability to do things in English. Obviously, English grammar teaching under the guidance of the new curriculum requires both knowledge and ability. However, the current grammar teaching in junior high school focuses more on the transfer of grammar knowledge and less on the cultivation and improvement of students' language competence. Therefore, we need to actively explore and try the effective teaching mode in the current grammar teaching in junior high school. The flipping classroom teaching model appeared in 2007, it was a kind of teaching practice that two chemistry teachers helped the absent students to make up lessons at first, then it was gradually applied in the teaching of different subjects, and developed into a novel and efficient teaching mode. In recent years, many scholars in China have explored the flipping classroom teaching model in different disciplines, but there is little research on the application of the flipping classroom teaching model in English grammar teaching. In view of this, this paper attempts to explore the effectiveness of the flipping classroom teaching model in English grammar teaching in junior high school under the guidance of constructivism learning theory, autonomous learning theory and cooperative learning theory. The subjects of this study are two classes of Grade two in Duyun No. 3 Middle School, one is the control class, the other is the experimental class. Before the experiment, the author designed the questionnaire and the English grammar test paper. The results of the questionnaire show that the majority of students use reciting grammar rules as the main way to learn grammar, which makes them dislike grammar learning, and they have to pay attention to grammar learning in order to pass the examination. The result of grammar test shows that they have poor ability to use grammar knowledge, so they lose scores badly in grammar test. For this reason, the author makes the following arrangements in the grammar teaching of the experimental class: first, the teacher selects the concise, vivid grammar teaching video and prepares the corresponding grammar expansion exercises; secondly, Students are required to watch the video before class and complete the expansion exercises, but the teacher will provide online help; finally, students will complete the exercises at the same time ask questions and difficulties, and discuss with the teacher in the classroom and find solutions. For the students in the control class, the author continues to adopt the original classroom teaching model. It is found that the flipping classroom teaching model is helpful to improve the grammar learning style of junior middle school students, solve the problems they encounter in English grammar learning, and cultivate their interest in grammar learning. In order to change many of them on English grammar learning attitude. In addition, the flipping classroom teaching model can improve junior high school students' grammar application ability and improve their English grammar scores.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41;G434

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