發(fā)布時(shí)間：2023-03-24 19:29

　　《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》(2003)指出“基礎(chǔ)教育階段英語(yǔ)課程的任務(wù)是激發(fā)和培養(yǎng)學(xué)生的興趣,使學(xué)生養(yǎng)成良好的學(xué)習(xí)習(xí)慣和形成有效的學(xué)習(xí)策略,從而發(fā)展學(xué)生自主學(xué)習(xí)的能力”。因此,適應(yīng)素質(zhì)教育改革的發(fā)展,需要從學(xué)生實(shí)際需要出發(fā)。如何設(shè)計(jì)出滿(mǎn)足學(xué)生學(xué)習(xí)需求、激發(fā)和調(diào)動(dòng)學(xué)生學(xué)習(xí)積極性,培養(yǎng)學(xué)生自主、探究合作的學(xué)習(xí)方式迫在眉睫。但是,導(dǎo)學(xué)案教學(xué)模式實(shí)施的早期階段,相關(guān)的研究不夠完善且很多問(wèn)題需要提升。本文將豐富導(dǎo)學(xué)案研究并且發(fā)現(xiàn)相關(guān)的問(wèn)題。本文包括以下三個(gè)研究問(wèn)題:1.使用導(dǎo)學(xué)案之后,學(xué)生的學(xué)習(xí)態(tài)度和學(xué)習(xí)方式發(fā)生了怎樣的變化?2.使用導(dǎo)學(xué)案之后,教師的教學(xué)態(tài)度和教學(xué)方式發(fā)生了怎樣的變化?3.英語(yǔ)導(dǎo)學(xué)案在實(shí)施中還存在哪些不足?該研究以煙臺(tái)三中不同年級(jí)的200名學(xué)生和40名教師作為研究對(duì)象,并采用問(wèn)卷調(diào)查法和訪談法。問(wèn)卷的數(shù)據(jù)由SPSS(20.0)進(jìn)行分析。訪談以中文進(jìn)行并將結(jié)果轉(zhuǎn)為英文進(jìn)行研究。通過(guò)此次研究,初步得到以下結(jié)論:與傳統(tǒng)的英語(yǔ)教學(xué)模式相比,導(dǎo)學(xué)案教學(xué)模式在提高學(xué)生基礎(chǔ)知識(shí)(包括詞匯和語(yǔ)法)等方面效果較顯著,更有利于培養(yǎng)學(xué)生自主、探究合作的學(xué)習(xí)能力、提高英語(yǔ)學(xué)習(xí)興趣和改善學(xué)生的學(xué)習(xí)態(tài)度。課...

【文章頁(yè)數(shù)】：76 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Necessity for the Study
    1.2 General Description of This Study
    1.3 Overall Structure of the Thesis
Chapter Two Literature Review
    2.1 Theories of Guided Learning Plan
        2.1.1 Definitions of Guided Learning Plan
        2.1.2 Differences between Guided Learning Plan and Traditional Teaching Plan
        2.1.3 Framework of Guided Learning Plan
    2.2 Relevant Theories on Guided Learning Plan
        2.2.1 Constructivism Theory
        2.2.2 Humanistic Theory
        2.2.3 Zone of Proximal Development Theory
        2.2.4 Meaningful Learning Theory
        2.2.5 Cognitive Discovery
    2.3 Previous Studies on Guided Learning Plan
        2.3.1 Previous Studies Abroad
        2.3.2 Previous Studies in China
    2.4 Limitations of the Previous Study
    2.5 Significance of the Present Study
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Students' and Teachers' Questionnaires
        3.3.2 Students' and Teachers' Interview
    3.4 Statistical Procedures for Data Collection
        3.4.1 Students' and Teachers' Questionnaire
        3.4.2 Students' and Teachers' Interview
    3.5 Data Analysis
Chapter Four Results and Discussions
    4.1 Teachers' and Students'Attitude in English Guided Learning Plan
        4.1.1 Students'Attitude
        4.1.2 Teachers'Attitude
    4.2 Learning and Teaching method in English Guided Learning Plan
        4.2.1 Students'Application and Implementation of Guided Leaning Plan
        4.2.2 Teachers'Application and Implementation of Guided Leaning Plan
    4.3 Shortcomings in the Implementation of the Guided Leaning Plan
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications of the Study
    5.3 Limitations of the Study
    5.4 Suggestions for Future Study
References
Appendix One Students' Questionnaire
Appendix Two Teachers' Questionnaire
Appendix Three The Outline of Students' Interview
Appendix Four The Outline of Teachers' Interview
About the Author



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