近年來,在初中英語教學(xué)中存在著許多問題。比如:在課堂教學(xué)中教師占主導(dǎo)地位,從而忽視了學(xué)生的主觀能動性;教師過于追求成績,從而忽視了學(xué)生的學(xué)習(xí)興趣;課堂中“虛假學(xué)習(xí)”和“游離學(xué)習(xí)”的現(xiàn)象普遍存在。因此,課堂教學(xué)效果一直是英語教學(xué)關(guān)注的方向。學(xué)歷案是由崔允漷教授最先提出的。在基礎(chǔ)教育課程改革過程中,學(xué)歷案作為一種新的教學(xué)設(shè)計(jì)方案能夠有效規(guī)避學(xué)生偽學(xué)習(xí)、游離學(xué)習(xí)等現(xiàn)象,促進(jìn)學(xué)生的深度學(xué)習(xí),幫助學(xué)生更好地經(jīng)歷學(xué)習(xí)的過程,從而解決“何以學(xué)會”的問題。在使用學(xué)歷案過程中,教師始終關(guān)注學(xué)生的學(xué)習(xí)經(jīng)歷過程,從什么活動開始,到什么活動結(jié)束,以及活動開展的過程中完成效果如何,發(fā)現(xiàn)學(xué)生的困難,并幫助學(xué)生解決問題,從而提高學(xué)習(xí)效率,解決教師“教了”但學(xué)生“學(xué)不會”的問題。因此,在課堂中使用“學(xué)歷案”教學(xué)模式,尋找一種有效的英語教學(xué)方法,從而有效提高教學(xué)成果成為了英語教學(xué)的主流。本研究旨在通過研究“學(xué)歷案”的教學(xué)模式,驗(yàn)證“學(xué)歷案”對初中英語教學(xué)的積極作用。研究的問題有三個(gè):第一,“學(xué)歷案”教學(xué)模式是怎樣影響學(xué)生的自我效能感?第二,“學(xué)歷案”教學(xué)模式是怎樣影響學(xué)生的學(xué)習(xí)興趣?第三,“學(xué)歷案”教學(xué)模式是怎樣影響學(xué)...

【文章頁數(shù)】：60 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
1 Introduction
    1.1 Research Background
        1.1.1 Present Situation of English Teaching
        1.1.2 Teaching Reform of Junior High School
    1.2 Purpose and Significance of the Study
        1.2.1 Purpose of the Study
        1.2.2 Significance of the Study
    1.3 Structure of the Thesis
2 Literature Review and Related Theories
    2.1 Learning Case Plan
        2.1.1 Concept of Learning Case Plan
        2.1.2 Principles of Learning Case Plan
    2.2 Related Researches at Home and Abroad
        2.2.1 Research on Learning Case Plan Abroad
        2.2.2 Research on Learning Case Plan at Home
    2.3 Related Theories
        2.3.1 Constructivism Theory
        2.3.2 Self-efficacy Theory
        2.3.3 Humanistic Theory
    2.4 English Teaching and Learning Mode
        2.4.1 Traditional English Teaching and Learning Mode
        2.4.2 Learning Case Plan Teaching and Learning Mode
    2.5 Putting Learning Case Plan into English Teaching and Learning
    2.6 Summary
3 Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Interviews
        3.3.3 Tests
    3.4 Procedure of Research
        3.4.1 Pre-experiment
        3.4.2 Experiment
        3.4.3 Post-experiment
    3.5 Data Collection and Analysis
4 Results and Discussion
    4.1 Results and Data Analysis of Questionnaires
        4.1.1 Results and Data Analysis of Questionnaire I
        4.1.2 Results and Data Analysis of Questionnaire II
    4.2 Results and Analysis of Interview
    4.3 Results and Analysis of the Tests
        4.3.1 Results and Analysis of Pre-test
        4.3.2 Results and Analysis of Post-test
    4.4 Discussion
        4.4.1 Influence on Students’Sense of Self-efficacy
        4.4.2 Influence on Students'Interest
        4.4.3 Influence on Students’Achievements
        4.4.4 Discussion
5 Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations
    5.4 Suggestions for Further Study
References
Appendix A Questionnaire I on the Sense of Self-efficacy
Appendix B Questionnaire II on Learning Interest
Appendix C Pre-test Paper
Appendix D Post-test Paper
Appendix E Interview Questions on the Sense of Self-efficacy
Acknowledgements



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