本文選題：高中英語口語教學　切入點：演示演講　出處：《貴州師范大學》2017年碩士論文

【摘要】：隨著全球化的發(fā)展趨勢,人們對英語口語技能的需求和要求也在逐漸提高,同樣,英語語言學習者對其口語能力的重視程度也越來越高。語言學習的最終目的是用于交流,一個人語言能力的高低可以通過其口語技能的強弱進行表現(xiàn)�？梢哉f口語是語言交流中不可缺少的一部分,更是在語言學習中不能忽視的一個重要部分。然而,我國英語教育在高考制度的長期影響下過分強調(diào)了對英語閱讀技能的學習,側(cè)重于教授學生如何通過眼睛從視覺上去獲取信息而忽視了培養(yǎng)他們?nèi)绾螐穆犛X上抓住信息從而與人交談的能力,因此高中英語教學中對學生的口語技能的培養(yǎng)并沒有得到足夠的重視。高中英語口語教學只關(guān)注了學生對單詞的拼讀與課文的記背,并沒有針對學生的口語實際應用進行有效的訓練,因此許多高中生雖然學習了三年英語卻仍然不能流利地說英語。基于此,研究者研究了貴陽市第三十八中學的英語教學資源和口語教學模式,嘗試將演示演講應用于英語口語教學實踐中。旨在通過演示演講這一活動提高學生的英語口語技能、英語學習興趣、自主學習能力以及英語綜合應用能力。研究選取了該校高一(五)班作為本次實踐的實驗班,高一(六)班作為控制班,并于授課期間在實驗班的英語口語教學中實踐了演示演講活動。之后通過觀察、調(diào)查問卷、訪談、成績測試的方式對兩個班進行了分析研究。研究發(fā)現(xiàn),實驗班在進行演示演講后,該班同學的英語口語能力得到顯著提高。且與控制班相比,實驗班的同學對英語的學習興趣有明顯提升;在自主學習能力方面,實驗班同學搜集資料、組織材料的能力也明顯高于控制班;期末測試成績也高于控制班。研究表明在英語口語教學中進行演示演講是有作用且有必要的,它可以提高學生的英語口語技能、學習興趣、自主學習能力以及英語綜合應用能力。
[Abstract]:With the development of globalization, the demands and requirements of spoken English skills are gradually raised. Similarly, English language learners pay more and more attention to their oral ability. The ultimate purpose of language learning is to communicate with each other. The level of a person's language ability can be expressed by the strength of his oral skills. It can be said that oral language is an indispensable part of language communication, but also an important part of language learning. Under the long-term influence of the college entrance examination system, English education in China has overemphasized the learning of English reading skills. The focus is on teaching students how to get information visually through their eyes, ignoring the ability to develop their ability to listen to information and talk to people. Therefore, the cultivation of students' oral skills in senior high school English teaching has not been paid enough attention to. The oral English teaching in senior high school only pays attention to the spelling of words and the memorization of the text. There is no effective training for students' practical application of oral English, so many high school students still can't speak English fluently even though they have studied English for three years. The researchers studied the English teaching resources and oral English teaching patterns in Guiyang No. 38 Middle School, and tried to apply the demonstration speech to the practice of oral English teaching. The purpose of this study was to improve the students' oral English skills through the activity of presentation speech. English learning interest, autonomous learning ability and English comprehensive application ability. The study selected the first (fifth) class as the experimental class and the first (sixth) class as the control class. Then, through observation, questionnaire, interview and grade test, the two classes are analyzed and studied. After giving a presentation, the students' oral English ability of the experimental class has been improved significantly. Compared with the control class, the experimental class's interest in English learning has obviously increased, and in terms of autonomous learning ability, the experimental class's ability to learn English has been greatly improved. The ability of organizing materials is also higher than that of the control class, and the final test scores are also higher than those of the control class. The study shows that it is useful and necessary to give a presentation in oral English teaching. It can improve students' oral English skills, learning interest, autonomous learning ability and English comprehensive application ability.
【學位授予單位】：貴州師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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