隨著我國(guó)高中英語(yǔ)教學(xué)實(shí)踐的不斷發(fā)展,高中英語(yǔ)教師越來(lái)越重視外語(yǔ)教學(xué)方法在教學(xué)實(shí)踐中的運(yùn)用,但是目前為止,大部分教師往往不能夠系統(tǒng)地認(rèn)識(shí)和運(yùn)用各種不同的外語(yǔ)教學(xué)方法,以至于影響了外語(yǔ)教學(xué)效率的提升。同時(shí),隨著我國(guó)英語(yǔ)教學(xué)研究的不斷發(fā)展,高中英語(yǔ)教學(xué)研究也取得了長(zhǎng)足發(fā)展,但針對(duì)我國(guó)高中英語(yǔ)教師教學(xué)方法應(yīng)用現(xiàn)狀的研究還比較少。本研究面向上述的實(shí)踐和學(xué)術(shù)背景,針對(duì)目前對(duì)高中英語(yǔ)教師教學(xué)方法運(yùn)用現(xiàn)狀研究不足的問(wèn)題,以從煙臺(tái)市第三中學(xué)高一、高二年級(jí)中隨機(jī)選取的200名學(xué)生和30名英語(yǔ)教師為研究對(duì)象,以系統(tǒng)思維為指導(dǎo),以Jack C.Richards和Theodore S.Rodgers的語(yǔ)言教學(xué)方法和程序?yàn)槔碚撘罁?jù),以課堂觀(guān)察提綱、訪(fǎng)談提綱、問(wèn)卷為數(shù)據(jù)收集工具,以Excel2017為統(tǒng)計(jì)工具,通過(guò)定量研究與定性研究相結(jié)合的綜合研究方法和程序,對(duì)高中英語(yǔ)教師教學(xué)方法運(yùn)用現(xiàn)狀、形成的原因、及其對(duì)學(xué)生英語(yǔ)學(xué)習(xí)的影響予以較為系統(tǒng)的調(diào)查研究,以便在此基礎(chǔ)上有針對(duì)性地優(yōu)化高中英語(yǔ)教師對(duì)英語(yǔ)教學(xué)方法的使用。研究結(jié)果表明:(1)高中英語(yǔ)教師都能意識(shí)到教學(xué)方法在外語(yǔ)教學(xué)實(shí)踐中的重要性,但是只有少數(shù)高中英語(yǔ)教師能夠系...

【文章頁(yè)數(shù)】：82 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Practical and Academic Settings of the Study
    1.2 Objective and Approach of the Study
    1.3 Contents and Structures of the Thesis
Chapter Two Literature Review
    2.1 Studies of Teaching Approaches and Methods
        2.1.1 Studies of Teaching Approaches and Methods in China
        2.1.2 Studies of Teaching Approaches and Methods in the West
    2.2 Studies of the Use of English Teaching Approaches and Methods by SeniorHigh School EFL Teachers
    2.3 Achievements and Limitations of Existing Studies
Chapter Three Methodology
    3.1 Research Questions and Subjects of the Study
        3.1.1 Research Questions
        3.1.2 Subjects of the Study
    3.2 Guideline and Theoretical Basis
        3.2.1 Guideline:Systemic Thinking
        3.2.2 Theoretical Basis: Approaches and Methods in Language of Jack C. Richardsand Theodore S. Rodgers
    3.3 Research Methods and Instruments
        3.3.1 Questionnaire Survey
        3.3.2 Interview
        3.3.3 Classroom Observation
    3.4 Research Procedures:Data Collection and Data Analysis
        3.4.1 Data Collection
        3.4.2 Data Analysis
Chapter Four Results and Discussion
    4.1 General Situation of the Use of Meta-methods by Senior High School EFLTeachers
        4.1.1 Holistic Meta-method
        4.1.2 Atomistic Meta-method
        4.1.3 Pluralistic Meta-method
        4.1.4 Systemic Meta-method
    4.2 General Situation of the Use of Teaching Approaches and Methods by SeniorHigh School EFL Teachers
        4.2.1 Understanding of Teaching Approaches and Methods
        4.2.2 Use of Teaching Approaches and Methods
        4.2.3 Feedback on the Use of Teaching Approaches and Methods
    4.3 Conclusion
Chapter Five Conclusion
    5.1 Summary of the Study
    5.2 Implications and Limitations
    5.3 Pedagogical Suggestions
References
Appendix One Students’Questionnaire on the Use of Teaching Approaches andMethods by Senior High School EFL Teachers
Appendix Two Teachers’Questionnaire on the Use of Teaching Approaches andMethods by Senior High School EFL Teachers
Appendix Three Interview Checklist
Appendix Four Observation Checklist
About the Author



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