培養(yǎng)學(xué)生的核心素養(yǎng)已成為我國(guó)基礎(chǔ)教育改革的新課題。英語(yǔ)學(xué)科核心素養(yǎng)包括語(yǔ)言能力、文化意識(shí)、思維品質(zhì)和學(xué)習(xí)能力。《普通高中英語(yǔ)課程標(biāo)準(zhǔn)(2017年版)》指出:英語(yǔ)學(xué)習(xí)活動(dòng)觀是培養(yǎng)學(xué)生核心素養(yǎng)的重要途徑和措施。盡管初中課程標(biāo)準(zhǔn)還未更新,但是核心素養(yǎng)的培養(yǎng)在初高中都不能缺席。在教學(xué)中貫徹活動(dòng)觀,通過(guò)活動(dòng)幫助學(xué)生構(gòu)建知識(shí)、發(fā)展語(yǔ)言能力對(duì)初高中學(xué)生同等重要。對(duì)初中生和高中生同樣適用。為了促進(jìn)學(xué)習(xí)者從實(shí)際的語(yǔ)言活動(dòng)中建構(gòu)知識(shí)和發(fā)展語(yǔ)言能力,在初中和高中教學(xué)中落實(shí)英語(yǔ)學(xué)習(xí)活動(dòng)觀同樣重要。在我國(guó)各省市的教研活動(dòng)中,大多數(shù)初中教師都學(xué)習(xí)了英語(yǔ)學(xué)習(xí)活動(dòng)觀�？疾斐踔杏⒄Z(yǔ)教師如何貫徹活動(dòng)觀很有必要,這是考查課改效果、發(fā)現(xiàn)應(yīng)然和實(shí)然之間差距的重要途徑。因此本研究選取全國(guó)初中優(yōu)質(zhì)課中的8節(jié)課例作為研究對(duì)象,通過(guò)案例分析回答以下三個(gè)問(wèn)題:(1)學(xué)習(xí)活動(dòng)觀是否在初中英語(yǔ)教學(xué)目標(biāo)中有所體現(xiàn)?(2)學(xué)習(xí)活動(dòng)觀是否在初中英語(yǔ)課堂教學(xué)中得以體現(xiàn)?(3)初中英語(yǔ)課堂教學(xué)是否與教學(xué)目標(biāo)匹配?研究采納文本分析法和課堂觀察法。筆者首先分析8節(jié)優(yōu)質(zhì)課中的教學(xué)目標(biāo)否體現(xiàn)學(xué)習(xí)活動(dòng)觀。然后分別記錄每節(jié)課堂中的學(xué)習(xí)活動(dòng)類型,分析課程內(nèi)容六要素...

【文章頁(yè)數(shù)】：129 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
abstract
摘要
Acknowledgments
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Purposes of the Study
    1.3 Significance of the Study
    1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
    2.1 Views of Language Learning
    2.2 The Activity-based Language Learning Approach
        2.2.1 Explanations about the Activity-based Language Learning Approach
        2.2.2 Teaching Values of the Activity-based Language Learning Approach
    2.3 Previous Studies on the Activity-based Language Learning Approach
Chapter 3 Theoretical Basis
    3.1 Bloom’s Taxonomy of Education Objectives in Cognitive Domain
    3.2 Disciplinary Competency
        3.2.1 Learning Activities and Disciplinary Competency
        3.2.2 Explanation of Disciplinary Competency from Psychological Perspective
        3.2.3 Compositions and Performance of English Disciplinary Competency
Chapter 4 Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Instruments
    4.4 Data Collection
Chapter 5 Results and Discussions
    5.1 Types of Teaching Objectives
        5.1.1 Results
        5.1.2 Discussion
        5.1.3 Redesign of the Teaching Objectives
    5.2 Types of English Learning Activities in Exemplary Lessons
        5.2.1 Results
        5.2.2 Discussions
    5.3 Key Elements of English Lessons Reflected in English Learning Activities in Exemplary Lessons
        5.3.1 Results
        5.3.2 Discussions
    5.4 Matching Degree Between Teaching Objectives and Classroom Teaching
        5.4.1 Results
        5.4.2 Discussion
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations of the Study and Implications for Future Studies
References
Appendix A Analysis for Teaching Objectives
Appendix B Analysis for English Learning Activities
Appendix C Key Elements Reflected in English Learning Activities



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