發(fā)布時間：2023-03-19 00:02

　　長期以來,傳統(tǒng)的以教師為中心的教學(xué)方法在中國教育中占據(jù)主導(dǎo)地位。大多數(shù)中學(xué)把傳統(tǒng)教學(xué)放在首位,很少讓學(xué)生們來掌握課堂。長此以往學(xué)生逐漸失去了自主學(xué)習(xí)的意識和能力。對教師的強(qiáng)烈依賴不利于學(xué)生的獨(dú)立自主學(xué)習(xí)。在新課程改革的指導(dǎo)下,英語課堂需要改變傳統(tǒng)的“填鴨式”教學(xué)。而新課程標(biāo)準(zhǔn)改革致力于英語教學(xué)改革,提倡“以學(xué)生為本”的教學(xué)。與以往傳統(tǒng)的英語課堂教學(xué)相比,導(dǎo)學(xué)案教學(xué)模式更注重學(xué)生的自主學(xué)習(xí)能力。本論文的研究目的是對初中英語課堂導(dǎo)學(xué)案的實(shí)用性情況和效果進(jìn)行調(diào)查,研究問題如下:1.導(dǎo)學(xué)案在初中英語課堂中的實(shí)用性情況如何?2.導(dǎo)學(xué)案對學(xué)生的自主學(xué)習(xí)能力有何影響?本論文的研究對象是以沈陽一所初中的初二年級為例,通過問卷調(diào)查和訪談的方式,調(diào)查了導(dǎo)學(xué)案的實(shí)用性情況。研究歷時兩個月,調(diào)查對象為初二年級300名學(xué)生和6名英語教師。通過調(diào)查研究后收集的數(shù)據(jù)統(tǒng)計(jì)和分析得出以下結(jié)論:導(dǎo)學(xué)案的使用比較廣泛。師生們普遍認(rèn)為導(dǎo)學(xué)案可以提高教師的教學(xué)效率和學(xué)生的學(xué)習(xí)效率。通過使用導(dǎo)學(xué)案可以減輕教師的教學(xué)負(fù)擔(dān)和學(xué)生的學(xué)習(xí)負(fù)擔(dān)。導(dǎo)學(xué)案對學(xué)生的自主學(xué)習(xí)產(chǎn)生了積極的影響,通過導(dǎo)學(xué)案學(xué)習(xí),激發(fā)了學(xué)生們的自主學(xué)習(xí)意識,增強(qiáng)了學(xué)生...

【文章頁數(shù)】：61 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the study
    1.2 Purpose and significance of the study
    1.3 Overall structure of the thesis
Chapter Two Literature review
    2.1 Overview of guided-learning plan
        2.1.1 Definition of guided-learning plan
        2.1.2 The basic principle of guided-learning plan
        2.1.3 The major features of guided-learning plan
        2.1.4 Process of guided-learning plan teaching mode
        2.1.5 Studies on guided-learning plan abroad and at home
    2.2 Constructivism
        2.2.1 The original and development of the constructivism
        2.2.2 The definition of constructivism
    2.3 Studies on the application of constructivism to GLP
    2.4 Autonomous learning ability
        2.4.1 Definition of autonomous learning ability
        2.4.2 Characteristics of autonomous learning ability
        2.4.3 Related studies on autonomous learning ability
    2.5 Summary
Chapter Three Research methodology and methods
    3.1 Research questions
    3.2 Research participants
    3.3 Research instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Research procedure
        3.4.1 Questionnaire I for the students
        3.4.2 Questionnaire II for the teachers
        3.4.3 Questionnaire III for the students
        3.4.4 Interviews
    3.5 Data collection
Chapter Four Data analysis and discussions
    4.1 Analysis and discussion of practicability of guided-learning plan teaching mode in English classroom of junior high school
        4.1.1 Analysis and discussion of Questionnaire I on practicability of guided-learning plan teaching mode in English classroom(to students)
        4.1.2 Analysis and discussion of Questionnaire II on practicability of guided-learning plan teaching mode in English classroom(to teachers)
        4.1.3 Analysis and discussion of teachers’interview
        4.1.4 Analysis and discussion of students’interview
    4.2 Analysis and discussion of Questionnaire III on the effect of guided-learning plan teaching mode on students’autonomous learning ability
    4.3 Summary
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implications of this study
    5.3 Limitations of the study
    5.4 Suggestions for further study
References
Appendix Ⅰ Questionnaire I on practicability of guided-learning plan teaching mode in English classroom (to students)
Appendix Ⅱ Questionnaire Ⅱ on practicability of guided-learning plan teaching mode in English classroom (to teachers)
Appendix Ⅲ Questionnaire Ⅲ on students’ autonomous learning ability
Appendix Ⅳ Interview outline(to students)
Appendix Ⅴ Interview outline(to teachers)
Acknowledgements
The list of the research papers published by author



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