本文選題：初中英語 + 核心素養(yǎng)　； 參考：《溫州大學》2017年碩士論文

【摘要】：《中國學生發(fā)展核心素養(yǎng)》總體框架的發(fā)布,將對課程標準的修訂,教材的編寫,教師的教學理念轉變,學生的深度學習和教學評價等眾多方面具有指導作用。對于學生核心素養(yǎng)的培養(yǎng)要落實在各學科核心素養(yǎng)之上,通過各階段、各學科核心素養(yǎng)的系統(tǒng)化培養(yǎng),使學生具備未來生存發(fā)展所必需的關鍵能力和必備品格。每一門學科都承載著自己的學科使命,而英語學科自有它獨特的魅力,尤其對學生語言能力素養(yǎng)的發(fā)展起著至關重要的作用。筆者收集整理了與英語學科核心素養(yǎng)相關的資料,在前人研究的基礎上,學習其經(jīng)驗和方法。試圖從英語語言能力、學習能力、思維品質和文化品格四個方面完善初中英語學科核心素養(yǎng)的框架體系,對初中英語學科核心素養(yǎng)進行初步探索,并根據(jù)現(xiàn)狀調查研究從教材編寫、教師教學理念、學生學習和教學評價方面為落實初中英語學科核心素養(yǎng)提供有針對性的建議。使學生具備未來發(fā)展的必備品格和關鍵能力,促進學生終身可持續(xù)發(fā)展。本論文主要包括以下幾個部分:第一部分主要介紹了英語學科核心素養(yǎng)的研究背景、研究意義及國內外發(fā)展現(xiàn)狀,同時介紹了初中英語學科核心素養(yǎng)的研究方案,包括研究目標、內容、方法與過程和總體研究設計。第二部分主要對英語學科核心素養(yǎng)的概念進行了界定,對初中英語學科核心素養(yǎng)框架體系的建構進行了理論說明與數(shù)據(jù)驗證,形成了初中英語學科核心素養(yǎng)模型,并對其具體內涵進行了闡述。第三部分主要從教材文本內容、學生學習狀況和教師課堂教學三個方面收集有關初中英語學科核心素養(yǎng)的現(xiàn)實數(shù)據(jù),對當下初中英語學科核心素養(yǎng)的現(xiàn)狀進行調查研究。第四部分根據(jù)現(xiàn)狀調查數(shù)據(jù)分析,從教材文本內容、教師教學理念、學生學習方式和教學評價四個方面為落實初中英語學科核心素養(yǎng)提出針對性的建議。第五部分對論文研究的貢獻與不足之處進行說明,并對未來發(fā)展趨勢進行展望。
[Abstract]:The release of the general framework of "Chinese students' Development Core Literacy" will have a guiding role in many aspects, such as the revision of curriculum standards, the compilation of teaching materials, the transformation of teachers' teaching concepts, the students' in-depth learning and teaching evaluation, and so on. The cultivation of students' core literacy should be carried out on the basis of the core literacy of each subject. Through the systematic cultivation of the core literacy of each subject in each stage, the students will have the key abilities and necessary items necessary for their future survival and development. Each subject carries its own mission, and English has its own unique charm, especially plays a vital role in the development of students' language literacy. On the basis of previous studies, the author collects and collates the relevant information about the core literacy of English subjects, and studies its experiences and methods. This paper attempts to perfect the frame system of English core literacy in junior high school from four aspects: English language ability, learning ability, thinking quality and cultural character. According to the investigation and research on the current situation from the aspects of textbook compilation, teachers' teaching concept, students' learning and teaching evaluation, it provides some suggestions for the implementation of the core accomplishment of junior high school English subjects. To enable students to have the necessary character and key abilities for future development, to promote their lifelong sustainable development. This thesis mainly includes the following parts: the first part mainly introduces the research background, the research significance and the domestic and foreign development status of the core literacy of English subject, and introduces the research scheme of the core literacy of the English subject in junior high school at the same time. Including research objectives, content, methods and processes and overall research design. The second part mainly defines the concept of the core literacy of English subject, explains and verifies the construction of the frame system of the core literacy of English subject in junior high school, and forms the core literacy model of the subject of English in junior high school. And its specific connotation is expounded. The third part mainly collects the realistic data of junior high school English core literacy from the aspects of textbook text content, students' learning status and teachers' classroom teaching, and makes an investigation and research on the present situation of junior middle school English core literacy. In the fourth part, according to the survey data, the author puts forward some suggestions for the implementation of the core accomplishment of junior high school English from four aspects: the text of the textbook, the teaching idea of the teacher, the learning style of the students and the evaluation of the teaching. In the fifth part, the contribution and deficiency of the thesis are explained, and the future development trend is prospected.
【學位授予單位】：溫州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

【參考文獻】

相關期刊論文 前10條

1 卜彩麗;馮曉曉;張寶輝;;深度學習的概念、策略、效果及其啟示——美國深度學習項目(SDL)的解讀與分析[J];遠程教育雜志;2016年05期

2 劉晟;魏銳;周平艷;師曼;王郢;劉堅;陳有義;劉霞;;21世紀核心素養(yǎng)教育的課程、教學與評價[J];華東師范大學學報(教育科學版);2016年03期

3 康淑敏;;基于學科素養(yǎng)培育的深度學習研究[J];教育研究;2016年07期

4 姜宇;辛濤;劉霞;林崇德;;基于核心素養(yǎng)的教育改革實踐途徑與策略[J];中國教育學刊;2016年06期

5 折延東;周超;黃燦燦;;論教材的本質及其重建[J];課程.教材.教法;2016年06期

6 程曉堂;趙思奇;;英語學科核心素養(yǎng)的實質內涵[J];課程.教材.教法;2016年05期

7 張華;;論核心素養(yǎng)的內涵[J];全球教育展望;2016年04期

8 蔡清田;;核心素養(yǎng)在臺灣十二年國民基本教育課程改革的角色[J];全球教育展望;2016年02期

9 陳艷君;劉德軍;;基于英語學科核心素養(yǎng)的本土英語教學理論建構研究[J];課程.教材.教法;2016年03期

10 鐘啟泉;;基于核心素養(yǎng)的課程發(fā)展:挑戰(zhàn)與課題[J];全球教育展望;2016年01期

相關博士學位論文 前2條

1 呂良環(huán);論外語自主學習能力之培養(yǎng)[D];華東師范大學;2005年

2 傅建明;我國小學語文教科書價值取向研究[D];華東師范大學;2002年

，

本文編號：2064412