農(nóng)村高中英語教學(xué)導(dǎo)學(xué)案設(shè)計的研究
發(fā)布時間：2019-03-31 16:12
【摘要】：為了提高英語課堂的效率,契合新課程標(biāo)準(zhǔn)提倡的自主學(xué)習(xí)和探究式學(xué)習(xí),專家、學(xué)者和一線教師進(jìn)行了很多研究。近幾年,利用導(dǎo)學(xué)案進(jìn)行英語教學(xué)倍受歡迎,關(guān)于導(dǎo)學(xué)案的研究也越來越多。但總體說來,更多的是關(guān)于導(dǎo)學(xué)案教學(xué)模式的應(yīng)用研究,也就是研究如何在英語課堂上使用導(dǎo)學(xué)案,才能最大程度地提高課堂效率。此外,隨著導(dǎo)學(xué)案的發(fā)展,基于學(xué)科的導(dǎo)學(xué)案研究也層出不窮,但英語學(xué)科的導(dǎo)學(xué)案研究相對較少。專門針對英語導(dǎo)學(xué)案設(shè)計,并且以具體教學(xué)案例為例呈現(xiàn)導(dǎo)學(xué)案設(shè)計的就更少了。針對這種狀況,本論文旨在研究和探討農(nóng)村高中英語教學(xué)導(dǎo)學(xué)案的設(shè)計,以促進(jìn)農(nóng)村高中英語教學(xué)。本論文以宜賓縣二中高中英語教學(xué)為研究對象。這是一所典型的農(nóng)村高中,大多數(shù)學(xué)生都來自農(nóng)村,英語基礎(chǔ)較差。該校之前已經(jīng)使用導(dǎo)學(xué)案進(jìn)行英語教學(xué)一年,但效果不是很好,最主要的問題是使用和設(shè)計的導(dǎo)學(xué)案不太適合本校學(xué)生的實際情況。為了設(shè)計出更好的導(dǎo)學(xué)案,本論文研究對該校的124名來自三個不同層次班級的學(xué)生進(jìn)行了前后兩次問卷調(diào)查,并對6名有不同教學(xué)經(jīng)驗的英語教師進(jìn)行了訪談,然后再結(jié)合文獻(xiàn)進(jìn)行研究。該研究主要探討了三個方面的內(nèi)容:第一,目前農(nóng)村高中使用的英語導(dǎo)學(xué)案存在哪些問題?第二,影響教師導(dǎo)學(xué)案設(shè)計的因素是什么?第三,優(yōu)化導(dǎo)學(xué)案設(shè)計的一些原則和方法有哪些?本論文以建構(gòu)主義學(xué)習(xí)理論、最近發(fā)展區(qū)理論、發(fā)現(xiàn)學(xué)習(xí)理論和支架式教學(xué)理論等為支撐,研究結(jié)論如下:目前農(nóng)村高中使用的導(dǎo)學(xué)案存在的主要問題是,導(dǎo)學(xué)案等同于教案,導(dǎo)學(xué)案缺乏具體的理論指導(dǎo),導(dǎo)學(xué)案未能很好地體現(xiàn)重難點,導(dǎo)學(xué)案沒有充分考慮學(xué)生的個體和群體差異,導(dǎo)學(xué)案降格為學(xué)生練習(xí)等。影響導(dǎo)學(xué)案設(shè)計的主要因素有,教師對導(dǎo)學(xué)案的重視程度、教師的導(dǎo)學(xué)案理論設(shè)計素養(yǎng)、教師對學(xué)生情況的了解程度、教師導(dǎo)學(xué)案設(shè)計的用心程度等。本論文認(rèn)為,在導(dǎo)學(xué)案設(shè)計和優(yōu)化過程中,應(yīng)該遵循以下原則:以學(xué)生為中心,充分考慮學(xué)生的個體和群體差異;內(nèi)容由易到難以問題化的形式呈現(xiàn),以便更好地引導(dǎo)學(xué)生探究式地學(xué)習(xí),逐漸幫助學(xué)生形成適合自己的學(xué)習(xí)策略和養(yǎng)成良好的自學(xué)習(xí)慣;導(dǎo)學(xué)案的編制以教師個體和群體相結(jié)合,既使各位教師各展所長,又能發(fā)揮小組優(yōu)勢提高導(dǎo)學(xué)案的質(zhì)量,也減輕了教師的負(fù)擔(dān)。
[Abstract]:In order to improve the efficiency of English class, experts, scholars and front-line teachers have done a lot of research in line with the self-regulated learning and inquiry-based learning advocated by the new curriculum standards. In recent years, the use of guided cases for English teaching has become more and more popular, and more research has been done on guided cases. But generally speaking, it is more about the applied research on the teaching mode of guided case, that is, to study how to use the guided case in English class, so as to improve the efficiency of the classroom to the maximum extent. In addition, with the development of guided cases, subject-based guided case studies have emerged one after another, but there are relatively few studies on guiding cases in English subjects. Especially for English learning guide case design, and take the concrete teaching case as an example to present the study guide case design is even less. In view of this situation, this paper aims to study and discuss the design of English teaching guidance plan in rural senior high schools in order to promote English teaching in rural senior high schools. This thesis focuses on the English teaching in the second middle school of Yibin County. This is a typical rural high school, most of the students are from the countryside, English base is poor. The program has been used in English teaching for one year, but the effect is not very good. The main problem is that the use and design of the guiding plan is not suitable for the actual situation of the students in this school. In order to design a better guidance plan, 124 students from three different classes in this school were investigated by questionnaire twice before and after, and 6 English teachers with different teaching experience were interviewed. Then combine the literature to carry on the research. This study mainly discusses three aspects: first, what are the problems of English guidance cases used in rural senior high schools? Second, what are the factors that influence the design of teacher's guidance plan? Third, what are some principles and methods to optimize the design of the guiding plan? This thesis is supported by constructivism learning theory, recent development area theory, learning theory and scaffolding teaching theory. The conclusions are as follows: at present, the main problem of guiding cases used in rural senior high schools is that the guiding cases are equivalent to teaching plans. The guide case lacks specific theoretical guidance, the guide case fails to reflect the difficulties well, the guide case fails to fully consider the individual and group differences of the students, and the guide case is reduced to the practice of the student, and so on. The main factors that influence the design of the guiding plan include the teachers' attention to the guiding case, the theoretical design accomplishment of the guiding plan, the teachers' understanding of the students' situation, and the intention degree of the teacher's guiding plan design and so on. This paper holds that the following principles should be followed in the process of designing and optimizing the guiding plan: taking students as the center and fully considering the individual and group differences of students; The content is presented from easy to difficult to question, in order to better guide students to inquiry learning, gradually help students to form suitable learning strategies and develop good self-study habits; The compilation of the guiding plan combines the individual and the group of teachers, which not only makes the teachers develop their respective strengths, but also brings into full play the advantages of the group to improve the quality of the guiding plan, and lightens the burden of the teachers at the same time.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41
本文編號：2451068
[Abstract]:In order to improve the efficiency of English class, experts, scholars and front-line teachers have done a lot of research in line with the self-regulated learning and inquiry-based learning advocated by the new curriculum standards. In recent years, the use of guided cases for English teaching has become more and more popular, and more research has been done on guided cases. But generally speaking, it is more about the applied research on the teaching mode of guided case, that is, to study how to use the guided case in English class, so as to improve the efficiency of the classroom to the maximum extent. In addition, with the development of guided cases, subject-based guided case studies have emerged one after another, but there are relatively few studies on guiding cases in English subjects. Especially for English learning guide case design, and take the concrete teaching case as an example to present the study guide case design is even less. In view of this situation, this paper aims to study and discuss the design of English teaching guidance plan in rural senior high schools in order to promote English teaching in rural senior high schools. This thesis focuses on the English teaching in the second middle school of Yibin County. This is a typical rural high school, most of the students are from the countryside, English base is poor. The program has been used in English teaching for one year, but the effect is not very good. The main problem is that the use and design of the guiding plan is not suitable for the actual situation of the students in this school. In order to design a better guidance plan, 124 students from three different classes in this school were investigated by questionnaire twice before and after, and 6 English teachers with different teaching experience were interviewed. Then combine the literature to carry on the research. This study mainly discusses three aspects: first, what are the problems of English guidance cases used in rural senior high schools? Second, what are the factors that influence the design of teacher's guidance plan? Third, what are some principles and methods to optimize the design of the guiding plan? This thesis is supported by constructivism learning theory, recent development area theory, learning theory and scaffolding teaching theory. The conclusions are as follows: at present, the main problem of guiding cases used in rural senior high schools is that the guiding cases are equivalent to teaching plans. The guide case lacks specific theoretical guidance, the guide case fails to reflect the difficulties well, the guide case fails to fully consider the individual and group differences of the students, and the guide case is reduced to the practice of the student, and so on. The main factors that influence the design of the guiding plan include the teachers' attention to the guiding case, the theoretical design accomplishment of the guiding plan, the teachers' understanding of the students' situation, and the intention degree of the teacher's guiding plan design and so on. This paper holds that the following principles should be followed in the process of designing and optimizing the guiding plan: taking students as the center and fully considering the individual and group differences of students; The content is presented from easy to difficult to question, in order to better guide students to inquiry learning, gradually help students to form suitable learning strategies and develop good self-study habits; The compilation of the guiding plan combines the individual and the group of teachers, which not only makes the teachers develop their respective strengths, but also brings into full play the advantages of the group to improve the quality of the guiding plan, and lightens the burden of the teachers at the same time.
【學(xué)位授予單位】：四川師范大學(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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