【摘要】：進(jìn)入21世紀(jì)以來,隨著2008年北京奧運(yùn)會(huì)在我國的成功舉辦以及冬奧會(huì)申辦成功,體育產(chǎn)業(yè)和體育賽事的蒸蒸日上,大眾體育運(yùn)動(dòng)的蓬勃發(fā)展,都彰顯著我國體育事業(yè)發(fā)展的強(qiáng)大生命力。這對(duì)體育與英語結(jié)合的專業(yè)人才有著更大的需求,同時(shí)也對(duì)體育英語專業(yè)的人才培養(yǎng)提出了更高的要求。體育英語專業(yè)旨在培養(yǎng)具有扎實(shí)的英語語言基礎(chǔ)與廣泛的體育專業(yè)知識(shí)的復(fù)合型人才。但目前以教師為中心的傳統(tǒng)教學(xué)模式仍在體育英語教學(xué)中占主導(dǎo),以教師傳授知識(shí)配合機(jī)械練習(xí)為主,學(xué)生被動(dòng)接受信息,缺乏課堂中師生間的互動(dòng),從而造成學(xué)生對(duì)一些課程興趣不高,主動(dòng)性略差,參與度較低,也影響了整體學(xué)習(xí)效果。項(xiàng)目式學(xué)習(xí)以教師為主導(dǎo),以學(xué)生為主體,在一系列項(xiàng)目活動(dòng)中尋找問題答案,整合各項(xiàng)技能。近幾年,通過國內(nèi)外眾多專家和研究者深入分析,研究了其概念、特點(diǎn)、優(yōu)勢(shì)等,并對(duì)將其引入一些領(lǐng)域進(jìn)行了可行性分析研究。然而筆者查閱相關(guān)文獻(xiàn)資料發(fā)現(xiàn)將其引入體育英語教學(xué)的研究極少。本文將嘗試將項(xiàng)目式學(xué)習(xí)應(yīng)用于體育英語課程教學(xué)中,結(jié)合項(xiàng)目式學(xué)習(xí)的特點(diǎn)優(yōu)勢(shì)探索將其引入體育英語日常教學(xué)的路徑,尋求一種更為有效的體育英語教學(xué)的模式。本文主要運(yùn)用文獻(xiàn)研究法對(duì)國內(nèi)外項(xiàng)目式學(xué)習(xí)研究現(xiàn)狀、相關(guān)理論等進(jìn)行了研究梳理。通過在學(xué)生中有效開展調(diào)查問卷和訪談了解學(xué)生學(xué)習(xí)情況,對(duì)體育英語教學(xué)現(xiàn)狀做出分析。為了驗(yàn)證引入此模式的學(xué)習(xí)效果,運(yùn)用實(shí)驗(yàn)法以山東體育學(xué)院體育英語專業(yè)98名學(xué)生為研究對(duì)象,進(jìn)行了為期11周的實(shí)驗(yàn)。在實(shí)驗(yàn)班級(jí)和對(duì)照班級(jí)采用不同的教學(xué)模式授課。運(yùn)用前后測(cè)與課堂觀察法同時(shí)搜集相關(guān)數(shù)據(jù)。通過數(shù)據(jù)分析,得出以下結(jié)論:項(xiàng)目式學(xué)習(xí)模式相比傳統(tǒng)教學(xué)模式更能提高學(xué)生綜合英語能力與專業(yè)素養(yǎng);項(xiàng)目式學(xué)習(xí)模式在體育英語教學(xué)中能夠激發(fā)學(xué)習(xí)興趣,增強(qiáng)學(xué)習(xí)動(dòng)機(jī),提高學(xué)習(xí)效果;基于項(xiàng)目的學(xué)習(xí)模式是對(duì)課堂教學(xué)的一種延伸和有益的補(bǔ)充。但同時(shí)本研究也存在一定的局限性,筆者根據(jù)教學(xué)實(shí)踐對(duì)今后的研究提出了一些建議。
[Abstract]:Since the beginning of the 21st century, with the successful holding of the 2008 Beijing Olympic Games in China and the successful application for the Winter Olympics, the sports industry and sports events are booming, and the mass sports is booming. Both show the strong vitality of the development of sports cause in our country. There is a greater demand for the combination of sports and English as well as higher requirements for the cultivation of sports English majors. Sports English major aims to cultivate a solid English language foundation and a wide range of sports professional knowledge of the composite talents. However, the traditional teacher-centered teaching mode is still dominant in PE English teaching, with teachers imparting knowledge in combination with mechanical exercises, students passively accepting information and lacking interaction between teachers and students in the classroom. As a result, the students' interest in some courses is not high, the initiative is slightly poor, the participation is low, and the overall learning effect is also affected. Project-based learning is teacher-led and student-oriented. It seeks answers to questions and integrates skills in a series of project activities. In recent years, through the in-depth analysis of many experts and researchers at home and abroad, the concept, characteristics, advantages and so on have been studied, and the feasibility analysis has been carried out to introduce them into some fields. However, the research on the introduction of PE into PE English teaching is rare. This paper will try to apply project-based learning to PE English teaching, explore the path of introducing project-based learning into PE English daily teaching, and seek a more effective PE English teaching mode. This article mainly uses the literature research method to research the domestic and foreign project learning present situation, the related theory and so on has carried on the research combing. The present situation of PE English teaching is analyzed by using questionnaires and interviews among the students. In order to verify the learning effect of introducing this model, 98 students majoring in physical education English in Shandong Institute of physical Education were used as the experimental subjects. The experiment lasted for 11 weeks. Different teaching modes were used in experimental class and control class. Collect relevant data by using both pre-and post-test and classroom observation. Through data analysis, the following conclusions can be drawn: compared with the traditional teaching mode, the project-based learning model can improve the students' comprehensive English ability and professional accomplishment, and the project-based learning model can stimulate the learning interest in PE English teaching. The project-based learning model is an extension and a beneficial supplement to classroom teaching. But at the same time, this research also has some limitations, the author puts forward some suggestions on the future research according to the teaching practice.
【學(xué)位授予單位】：山東體育學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G807.4;H319.3

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