2011版《義務(wù)教育英語課程標(biāo)準(zhǔn)》里面的二級(jí)要求指出,學(xué)生能夠?qū)W習(xí)本級(jí)話題范圍的600-700個(gè)單詞,同時(shí)能根據(jù)拼讀規(guī)律讀出簡(jiǎn)單的單詞。自然拼讀法作為一種能夠有效幫助學(xué)生讀寫的方法,在小學(xué)中也應(yīng)用的越來越廣泛。然而,在教師運(yùn)用自然拼讀法的過程中,有一些誤解和問題,這一現(xiàn)象在農(nóng)村小學(xué)中尤為顯著。基于農(nóng)村小學(xué)英語教學(xué)的現(xiàn)狀,筆者選取了來自農(nóng)村小學(xué)的26名教師和461名學(xué)生,做本項(xiàng)研究。研究問題主要包括三方面:1、農(nóng)村小學(xué)英語師生對(duì)自然拼讀法的認(rèn)識(shí)和態(tài)度如何?2、農(nóng)村小學(xué)英語教師運(yùn)用自然拼讀法的方式方法有哪些?3、農(nóng)村小學(xué)英語教學(xué)中使用自然拼讀法出現(xiàn)了什么問題?在研究中,主要運(yùn)用三種研究方法:問卷調(diào)查法、課堂觀察法、訪談法。通過問卷調(diào)查了解農(nóng)村小學(xué)英語師生對(duì)自然拼讀法的認(rèn)識(shí)和態(tài)度;通過課堂觀察了解教師運(yùn)用自然拼讀法的方法、在實(shí)際使用自然拼讀法過程中存在的問題以及學(xué)生的課堂表現(xiàn);對(duì)農(nóng)村小學(xué)的六名教師和六名學(xué)生分別進(jìn)行訪談,進(jìn)一步獲取資料。通過兩個(gè)月的觀察和數(shù)據(jù)分析,得出以下主要結(jié)論:(1)農(nóng)村師生對(duì)自然拼讀法持積極態(tài)度。在接受調(diào)查的學(xué)生中,91.5%的學(xué)生認(rèn)為自然拼讀法很有趣;90.7%的學(xué)生...

【文章頁數(shù)】：82 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 Framework of the Thesis
Chapter Two Literature Review
    2.1 Definitions
        2.1.1 Phonics
        2.1.2 Phonemic Awareness
    2.2 Relevant Studies on Phonics
        2.2.1 Studies Abroad
        2.2.2 Studies at Home
    2.3 The Theoretical Basis
        2.3.1 Input Hypothesis Theory
        2.3.2 Language Transfer Theory
Chapter Three Research Design
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Questionnaire Method
        3.3.2 Classroom Observation Method
        3.3.3 Interview Method
    3.4 Research Procedures
Chapter Four Results and Discussion
    4.1 Attitudes and Understandings
        4.1.1 Students’Attitude and Understanding
        4.1.2 Teachers’Attitude and Understanding
    4.2 The Way of Using Phonics
        4.2.1 How to Use Phonics Reasonably
        4.2.2 How to Use Phonics in a Targeted Way
        4.2.3 How to Orient Phonics to Students’Further Development
    4.3 Problems in the Use of Phonics
        4.3.1 Students’Problems
        4.3.2 Teachers’Problems
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Suggestions
        5.2.1 Suggestions for Students’Problems
        5.2.2 Suggestions for Teachers’Problems
    5.3 Innovation and Limitations
References
Appendix One Questionnaire For Teachers
Appendix Two Questionnaire For Students
Appendix Three Interview Outline for Teachers
Appendix Four Interview Outline for Students
Appendix Five Table of Classroom Observation
About the Author



本文編號(hào)：3924890