品德教育（簡稱德育）是中小學(xué)英語學(xué)科核心素養(yǎng)的重要內(nèi)容。義務(wù)教育階段英語課程標(biāo)準(zhǔn)（2011版）和高中英語課程標(biāo)準(zhǔn)（2017版）都將情感態(tài)度（包含品德教育）融入教學(xué)目標(biāo)。英語繪本具有語言真實(shí)、圖文并茂和趣味性強(qiáng)等特點(diǎn),有助于促進(jìn)小學(xué)生的品德教育。本文選擇小學(xué)英語課本（外研版）及《麗聲三葉草分級讀物》（外研版）進(jìn)行文本分析,并對青島市六所小學(xué)的14位英語老師進(jìn)行課堂觀察和訪談,提出以下三個(gè)問題:1.小學(xué)英語繪本教學(xué)中德育的現(xiàn)狀是什么?2.繪本從哪些方面促進(jìn)小學(xué)英語教學(xué)中的德育?3.小學(xué)英語教師怎樣有效地利用繪本進(jìn)行德育?文本分析發(fā)現(xiàn)繪本中具有豐富的德育因素,能夠與主教材的德育內(nèi)容互補(bǔ),涉及到社會道德、家庭美德、個(gè)人品德、安全意識及生態(tài)環(huán)境保護(hù)等教育內(nèi)容。通過課堂觀察和訪談了解到繪本中德育教學(xué)現(xiàn)狀及特點(diǎn),總結(jié)出品德教育的有效方法比如情感激勵(lì)、提問引導(dǎo)、圖片利用、聯(lián)系生活等。教師在教學(xué)過程中都會注重德育因素的挖掘,但專家教師的德育滲透更加靈活,會潛移默化地貫穿課堂各環(huán)節(jié),新手教師通常在課堂結(jié)尾時(shí)一帶而過。課堂觀察和訪談還發(fā)現(xiàn)達(dá)成德育目標(biāo)有一定難度,因?yàn)橛⒄Z課堂中滲透品德教育時(shí)學(xué)生會有各種不同觀... 

【文章來源】：青島大學(xué)山東省

【文章頁數(shù)】：74 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
abstract
Chapter One Introduction
    1.1 Background
    1.2 Research Purposes
    1.3 Research Significance
Chapter Two Literature Review
    2.1 Definitions of Moral Education and English Picture Book
        2.1.1 Moral Education
        2.1.2 Moral Education in English Teaching
        2.1.3 English Picture Book(EPB)
    2.2 Theoretical Basis
        2.2.1 Constructivist Learning Theory
        2.2.2 Humanistic Learning Theory
    2.3 Overview of Previous Research
        2.3.1 Studies on Moral Education in English teaching
            2.3.1.1 Studies on Moral Education in English Teaching at Home
            2.3.1.2 Studies on Moral Education in English Teaching Abroad
        2.3.2 Studies on EPB Instruction in Elementary School
            2.3.2.1 Studies on EPB Instruction in Elementary School at Home
            2.3.2.2 Studies on EPB Instruction in Elementary School Abroad
        2.3.3 Studies on Moral Education in EPB Instruction
Chapter Three Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Text Analysis
        3.3.2 Classroom Observation
        3.3.3 Interview
    3.4 Research Procedure
Chapter Four Results and Discussion
    4.1 Facilitation of Picture Book on Moral Education
        4.1.1 Relationship between Textbook and Picture Book
        4.1.2 Specific Features of Picture Book
    4.2 Teaching Status of Moral Education through EPB Instruction
        4.2.1 Moral Education Contents
        4.2.2 Teaching Modes
        4.2.3 Teachers' Perspectives toward EPB Instruction
            4.2.3.1 Selection of EPB
            4.2.3.2 Use of EPB
            4.2.3.3 Moral Education Values in EPB
        4.2.4 Comparison of Different Types of Teachers
        4.2.5 Existing Problems
    4.3 Effective Methods of EPB Moral Education Instruction
Chapter Five Conclusion
    5.1 Major Findings of the Research
    5.2 Implications for EPB Instruction
        5.2.1 Selection of Appropriate EPB
        5.2.2 Teachers' Professional Development
        5.2.3 Support from Educational Administration and School Leaders
    5.3 Limitations and Suggestions for Further Research
References
攻讀學(xué)位期間的研究成果
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Acknowledgement



本文編號：3404688