本文選題：英語聽力 + 高中教學(xué)　； 參考：《寧波大學(xué)》2017年碩士論文

【摘要】：英語自1983年正式納入高考以來,其重要性毋庸置疑。聽力,作為其重要的一部分,也備受重視。但作者在本次研究中通過課堂觀察、問卷及訪談,發(fā)現(xiàn)聽力教學(xué)存在不少問題:1.學(xué)生在聽力活動中,聽力目標(biāo)不清,認(rèn)為聽對答案就是目標(biāo);2.聽力練習(xí)形式單一,學(xué)生對聽力活動興趣不高;3.聽力訓(xùn)練缺乏指導(dǎo),學(xué)生在聽力過程中感到無助;4.聽力教學(xué)重視聽力成績,弱化了對學(xué)生交際能力的培養(yǎng),缺乏實際用處。針對這些問題,作者研究了相關(guān)文獻(xiàn),發(fā)現(xiàn)交際法和功能意念法在英語教學(xué)中的運(yùn)用具有較好的指導(dǎo)意義。功能意念法是一種高層次的指導(dǎo)外語教學(xué)方法和技巧的路子,在把各種社會交際活動分解為說話的內(nèi)容和通過說話要實現(xiàn)的目的或意圖的基礎(chǔ)上,確定這些話語活動的表達(dá)形式,并據(jù)此來組織教學(xué)。在此理論基礎(chǔ)上,筆者首先幫助學(xué)生認(rèn)識聽力教學(xué)目標(biāo)。在本研究中,筆者圍繞《普通高中英語課程標(biāo)準(zhǔn)》中的功能意念項目,以歷年高考聽力試題為載體,引導(dǎo)學(xué)生理解《課標(biāo)》中功能意念概念,讓學(xué)生明確聽力活動目標(biāo),語言學(xué)習(xí)的目標(biāo)。其次,圍繞功能意念開展教學(xué)實踐:1.圍繞功能意念的以讀促聽。指導(dǎo)學(xué)生利用課內(nèi)外的時間,陸續(xù)對近五年的高考聽力試題和原文進(jìn)行閱讀和分析,找出對應(yīng)的功能意念項目,讓同學(xué)們熟悉和了解某一功能意念指向下的文本內(nèi)容和題目設(shè)計;2.圍繞功能意念的以說促聽。組織學(xué)生設(shè)計圍繞特定項目的對話活動,借助此環(huán)節(jié)旨在讓學(xué)生以說的形式積極參與,通過dialogue的實踐操作,進(jìn)一步熟悉功能意念項目并能熟練運(yùn)用。3.圍繞功能意念以寫促聽。在前兩個環(huán)節(jié)的基礎(chǔ)上組織學(xué)生分小組,利用課余時間,整理大約6個左右意念項目的常見表達(dá)。4.圍繞功能意念的以聽促聽。挑選學(xué)生在以說促聽環(huán)節(jié)中設(shè)計的部分對話,將它們錄制成音頻材料,然后針對材料編寫一些聽力試題,讓學(xué)生進(jìn)行鞏固練習(xí)。再針對特定功能意念,挑選了一些聽力材料,對學(xué)生進(jìn)行集中強(qiáng)化訓(xùn)練。一系列的研究行動,取得了一定的成效:學(xué)生聽力成績有小幅度提升;豐富聽力教學(xué)形式,提高學(xué)習(xí)興趣;強(qiáng)化教師指導(dǎo)角色;淡化成績,實現(xiàn)交際功能。這一教學(xué)方法若得以長期堅持,應(yīng)能有效提升學(xué)生聽的能力。
[Abstract]:Since English was formally included in the college entrance examination in 1983, its importance is beyond doubt. Listening, as an important part of it, has also received much attention. However, through classroom observation, questionnaires and interviews, the author finds that there are many problems in listening teaching: 1. Students in listening activities, listening goals are unclear, listening to the right answer is goal 2. The form of listening practice is single, students' interest in listening activities is not high. Lack of guidance in listening training, students feel helpless in the listening process. Listening teaching attaches importance to listening achievement and weakens the cultivation of students' communicative competence. In view of these problems, the author studies the relevant literature and finds that the application of communicative approach and functional thinking method in English teaching is of great significance. The functional and mental approach is a high-level way to guide foreign language teaching methods and techniques. It is based on the decomposition of various social communicative activities into the content of speech and the purpose or intention to be achieved by speaking. Determine the form of expression of these discourse activities and organize teaching accordingly. On the basis of this theory, the author first helps students to understand the teaching objectives of listening. In this study, the author revolves around the functional ideas project in the English Curriculum Standard of General Senior High School, taking the listening questions of the college entrance examination as the carrier to guide the students to understand the concept of functional ideas in the Curriculum Standard, so that the students can make their listening activity goals clear. The goal of language learning. Second, teaching practice around functional ideas: 1. Reading and listening around functional ideas. To guide students to read and analyze the listening questions and the original text of the college entrance examination in the past five years, using the time in and out of class, to find out the corresponding functional and mental items. Let students familiarize themselves with and understand the text content and topic design of a certain function and idea. Around functional ideas by speaking and listening. Organize students to design dialogue activities around specific projects, with the help of this link to enable students to actively participate in the form of speaking, through the practical operation of dialogue, to further familiarize themselves with functional and mental projects and be proficient in the use of .3. Write and listen around functional ideas. In the first two links on the basis of organizing students into groups, using after-school time, collate about 6 items about the common expression of ideas. 4. Hearing around functional ideas. This paper selects some dialogues designed by students in the process of speaking and listening, records them into audio materials, and then compiles some listening questions for the students to carry out consolidation exercises. Then according to the specific functional ideas, selected some listening materials for the students to concentrate on intensive training. A series of research actions have achieved certain results: students' listening performance has been improved slightly; listening teaching forms have been enriched and interest in learning has been enhanced; teachers' guiding role has been strengthened; results have been diluted and communicative functions have been realized. If this teaching method is persisted for a long time, it can effectively improve students' listening ability.
【學(xué)位授予單位】：寧波大學(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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