本文選題：初中英語(yǔ) + 課堂教學(xué)�。� 參考：《貴州師范大學(xué)》2017年碩士論文

【摘要】：英語(yǔ)是當(dāng)今世界通用的國(guó)際語(yǔ)言,為與世界各國(guó)進(jìn)行友好交往,掌握各國(guó)先進(jìn)的科學(xué)技術(shù),推動(dòng)我國(guó)經(jīng)濟(jì)社會(huì)的快速發(fā)展,我國(guó)把英語(yǔ)作為中學(xué)教學(xué)的一門(mén)重要課程。在我國(guó),英語(yǔ)作為一門(mén)外來(lái)語(yǔ)言,由于其自身的獨(dú)特性,為了讓學(xué)生很好地學(xué)習(xí)掌握,成了英語(yǔ)課程改革的重點(diǎn)和難點(diǎn)。目前在三都水族自治縣(以下簡(jiǎn)稱三都縣)農(nóng)村初中英語(yǔ)課堂教學(xué)中,存在著英語(yǔ)教師比其他科目教師投入的時(shí)間和精力更多,學(xué)生也付出了很多努力,但收效甚微的現(xiàn)象普遍存在,這導(dǎo)致教師和學(xué)生對(duì)英語(yǔ)的教或?qū)W失去了興趣和信心。雖然三都縣在2016年推進(jìn)了新課程改革,但在實(shí)施過(guò)程中,遇到了很大困難。究其原因是目前三都縣農(nóng)村初中英語(yǔ)課堂教學(xué)中正處于新課程改革提倡的教學(xué)理念和教學(xué)方法取代舊理念、老模式、老方法的碰撞和轉(zhuǎn)變時(shí)期,出現(xiàn)師生不適應(yīng)新課程改革教學(xué)模式及方法等等問(wèn)題,導(dǎo)致英語(yǔ)教學(xué)質(zhì)量落后于目前英語(yǔ)教育發(fā)展的要求。因此,本論文試圖對(duì)三都縣農(nóng)村初中英語(yǔ)課堂和學(xué)習(xí)現(xiàn)狀進(jìn)行研究,分析其存在的問(wèn)題和原因,以便提出有針對(duì)性的改進(jìn)教學(xué)的建議,為農(nóng)村初中英語(yǔ)課堂教學(xué)提供一些參考。本研究發(fā)現(xiàn)三都縣的交梨中學(xué)、大河中學(xué)和第三中學(xué)英語(yǔ)教師的教學(xué)方法和學(xué)生學(xué)習(xí)現(xiàn)狀存在一些共性的問(wèn)題。在教師方面,課堂基本是英語(yǔ)教師的獨(dú)言堂,學(xué)生很少參與課堂互動(dòng),教師很少組織學(xué)生開(kāi)展英語(yǔ)學(xué)習(xí)活動(dòng),與此同時(shí),教師有機(jī)會(huì)參加縣級(jí)及以上教研活動(dòng)也較少,甚至很多教師沒(méi)有機(jī)會(huì)參加等等。在學(xué)生方面,大部分的學(xué)生都認(rèn)為英語(yǔ)在考試入學(xué)和對(duì)外溝通交流方面很重要,但由于基礎(chǔ)差等種種原因,課堂上很多學(xué)生聽(tīng)不懂教師授課內(nèi)容,在學(xué)業(yè)壓力較大情況下,很多學(xué)生自主獨(dú)立完成作業(yè)情況較少等。不同學(xué)校存在的差異比較明顯,主要體現(xiàn)在學(xué)習(xí)成績(jī)和學(xué)習(xí)方式方面,主要和教師課堂教學(xué)相關(guān):教師方面則表現(xiàn)為教學(xué)理念和教學(xué)方法陳舊,注重應(yīng)試教育,不突出學(xué)生學(xué)習(xí)主體地位,造成了農(nóng)村初中英語(yǔ)課堂教學(xué)低效這一突出現(xiàn)象。其根本原因在于農(nóng)村初中英語(yǔ)教師的專業(yè)知識(shí)水平普遍偏低,英語(yǔ)教學(xué)理論素質(zhì)不高,知識(shí)更新、自身專業(yè)能力與現(xiàn)代英語(yǔ)教育改革和創(chuàng)新的要求有一定差距;在課堂教學(xué)中,教師對(duì)教學(xué)目標(biāo)不明確,課堂學(xué)習(xí)主體不清楚;學(xué)生方面存在學(xué)習(xí)價(jià)值觀偏離這一原因,加上英語(yǔ)基礎(chǔ)不好,學(xué)習(xí)習(xí)慣不良,而且缺乏學(xué)習(xí)信心。最終這些原因都導(dǎo)致了英語(yǔ)教學(xué)質(zhì)量的滯后。論文最后提出的建設(shè)性意見(jiàn):創(chuàng)新農(nóng)村學(xué)校管理體制,教師應(yīng)該樹(shù)立正確的教學(xué)觀念,注重自身專業(yè)發(fā)展,教學(xué)中激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣和增強(qiáng)自信心,提高學(xué)習(xí)主動(dòng)性,建立和諧的師生關(guān)系,優(yōu)化英語(yǔ)課堂教學(xué)以促進(jìn)英語(yǔ)教學(xué)質(zhì)量的提高。
[Abstract]:English is the universal international language in the world today. In order to conduct friendly exchanges with other countries, master the advanced science and technology of all countries and promote the rapid development of our country's economy and society, our country regards English as an important course in the teaching of middle schools. In China, English as a foreign language, because of its own unique, in order to enable students to learn and master, has become the focus and difficulty of English curriculum reform. At present, in Sandu Aquarium Autonomous County (hereinafter referred to as Sandu County), there are more time and energy invested by English teachers than teachers in other subjects in rural junior middle school English classroom teaching, and students have also made a lot of efforts. However, the phenomenon of little effect is widespread, which leads teachers and students to lose interest and confidence in English teaching or learning. Although Sandu County in 2016 to promote the new curriculum reform, but in the implementation process, encountered great difficulties. The reason is that the English classroom teaching in rural junior middle schools in Sandu County is in the period of collision and transformation between the old ideas, the old models and the old methods, which are being replaced by the teaching ideas and methods advocated by the new curriculum reform. Teachers and students do not adapt to the new curriculum reform of teaching models and methods and so on, resulting in the quality of English teaching lags behind the current requirements of the development of English education. Therefore, this thesis attempts to study the present situation of English classroom and learning in rural junior middle schools in Sandu County, and analyze its existing problems and reasons, in order to put forward some suggestions for improving English teaching in rural junior middle schools and provide some references for English classroom teaching in rural junior middle schools. This study finds that there are some common problems in English teachers' teaching methods and students' learning status in Jiaoli Middle School, Dahe Middle School and third Middle School in Sandu County. In terms of teachers, the classroom is basically a one-word classroom for English teachers. Students rarely participate in classroom interaction, teachers rarely organize students to carry out English learning activities. At the same time, teachers have less opportunities to participate in teaching and research activities at or above the county level. Even many teachers do not have the opportunity to participate and so on. On the part of students, most students think that English is very important in entrance examination and communication with foreign countries. However, due to various reasons, such as poor foundation, many students in the classroom do not understand the contents of the teacher's teaching. Many students do their homework independently and independently. The difference between different schools is obvious, mainly reflected in the aspects of learning achievement and learning style, mainly related to teachers' classroom teaching. On the part of teachers, the teaching ideas and teaching methods are outmoded, and examination-oriented education is emphasized. The low efficiency of English classroom teaching in rural junior middle schools is caused by the lack of students' main body status. The fundamental reason lies in the fact that the professional knowledge level of English teachers in rural junior middle schools is generally low, the quality of English teaching theory is not high, the knowledge is updated, and there is a certain gap between their professional abilities and the requirements of modern English education reform and innovation. The teachers are not clear about the teaching goal and the main body of classroom learning. The reason why the students deviate from their learning values is that the English foundation is poor, the learning habits are not good, and the students lack the confidence in learning. Finally, these reasons lead to the lag of English teaching quality. At the end of the paper, some constructive suggestions are put forward: to innovate the management system of rural schools, teachers should set up correct teaching concepts, pay attention to their own professional development, stimulate students' interest in learning English and enhance their self-confidence in teaching, and improve their initiative in learning English. In order to improve the quality of English teaching, we should establish a harmonious relationship between teachers and students and optimize English classroom teaching.
【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

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