本文選題：交際教學(xué)法　切入點：初中日語教學(xué)　出處：《長春師范大學(xué)》2017年碩士論文

【摘要】：本論文將在交際教學(xué)法的基礎(chǔ)上,結(jié)合日語語言的特殊性,研究交際教學(xué)法在初中二年級日語教學(xué)中的應(yīng)用效果。交際教學(xué)法是20世紀(jì)影響力最廣的教學(xué)方法之一。70年代初期,交際教學(xué)法在歐洲以英國為中心被提出。交際教學(xué)法的根本目的是培養(yǎng)學(xué)生的語言交際能力,我們用語言表情達(dá)意先從表達(dá)思想出發(fā),這個內(nèi)容是從思想到表達(dá),以語言的形式展現(xiàn)出來。論文共分五個部分。第一部分,簡要介紹了本文的研究背景、研究目的和研究意義;第二部分,在文獻(xiàn)綜述中清晰的闡明交際教學(xué)法的提出,明確了本論文采用的交際教學(xué)法的概念,介紹了交際教學(xué)法的理論基礎(chǔ)及其原則,分析了交際教學(xué)法的形成和發(fā)展,并簡要概括了國內(nèi)外對交際教學(xué)法的研究狀況;第三部分,在本文提出的研究問題基礎(chǔ)上進(jìn)行研究設(shè)計,針對教學(xué)法和初中日語教學(xué)的結(jié)合情況展開教學(xué)研究,進(jìn)行教學(xué)實踐活動并深入分析;第四部分,實踐結(jié)果收集與分析,通過筆者的實驗證明交際教學(xué)法是否利于培養(yǎng)學(xué)生的交際能力;最后一部分是結(jié)論,發(fā)揮交際教學(xué)法的優(yōu)勢,為今后的研究指明方向。本論文中的教學(xué)實驗為期三個月,實驗對象是某初中二年級的85名學(xué)生,共分為兩個班級,其中,實驗班采用交際教學(xué)法進(jìn)行教學(xué),控制班采用傳統(tǒng)方法進(jìn)行教學(xué),兩個班級的日語教學(xué)工作均由筆者承擔(dān)。過程中,筆者設(shè)計交際教學(xué)法的課堂活動,設(shè)計實驗前后的試卷和調(diào)查問卷,通過對他們在實驗前后測試中的成績和調(diào)查問卷進(jìn)行比較分析。最后,筆者通過實驗得出結(jié)論:第一,交際教學(xué)法有助于提高初中學(xué)生的日語成績,通過后測,實驗班的成績總體上得到提高,且好于控制班的總體成績,語法題得分提高顯著,表現(xiàn)在實驗班學(xué)生的語法題得分率比控制班高,而且實驗班在閱讀題上的得分也略有上升;第二,交際教學(xué)法的應(yīng)用使課堂氣氛融洽,激發(fā)學(xué)生學(xué)習(xí)興趣,提高誘發(fā)學(xué)習(xí)動機(jī)、獲得知識、語言運用的能力。前測后測中都從課程的不同角度進(jìn)行了問卷調(diào)查,通過對比分析,實驗班在對課程的興趣度和參與課堂的積極性等方面的數(shù)據(jù)比控制班高。今后,我們應(yīng)擴(kuò)大交際教學(xué)法在日語教育中的應(yīng)用范圍,日語教師應(yīng)對學(xué)習(xí)者如何能更好的習(xí)得語言知識和更快樂的進(jìn)行交際活動進(jìn)行更深入的研究。
[Abstract]:On the basis of communicative teaching method and the particularity of Japanese language, this thesis will study the application effect of communicative teaching method in the second grade Japanese teaching in junior high school. Communicative teaching method is one of the most influential teaching methods in the early 1970s. Communicative teaching method has been put forward in Europe with Britain as the center. The basic purpose of communicative teaching method is to cultivate students' communicative competence in language. We use language expressions to express ideas first, and this content is from thought to expression. The thesis is divided into five parts. The first part briefly introduces the research background, purpose and significance of the study; the second part clarifies the presentation of communicative teaching method in the literature review. This paper clarifies the concept of communicative teaching method adopted in this thesis, introduces the theoretical basis and principles of communicative teaching method, analyzes the formation and development of communicative teaching method, and briefly summarizes the research status of communicative teaching method at home and abroad. On the basis of the research questions put forward in this paper, the research design is carried out on the basis of the combination of teaching method and junior high school Japanese teaching, teaching practice activities and in-depth analysis are carried out; part four, the collection and analysis of practical results, The last part is the conclusion, which gives full play to the advantages of communicative teaching method and points out the direction for future research. The teaching experiment in this paper lasts for three months. The subjects of the experiment are 85 students in a second grade in a middle school. They are divided into two classes. Among them, the experimental class uses the communicative teaching method, the control class uses the traditional teaching method, and the control class adopts the traditional teaching method. In the process, the author designs the classroom activities of the communicative teaching method, designs the test papers and questionnaires before and after the experiment. Finally, the author draws a conclusion through the experiment: first, communicative teaching method is helpful to improve the junior high school students' Japanese score, passing the post-test. The results of the experimental class were improved as a whole, and were better than those of the control class. The scores of grammar questions in the experimental class were higher than those in the control class, and the scores of reading questions in the experimental class were also slightly higher than those in the control class. Second, the application of communicative teaching method makes the classroom atmosphere harmonious, arouses the students' interest in learning, improves the ability of inducing learning motivation, acquiring knowledge and using language. Through comparative analysis, the experimental class has higher data in terms of interest in the course and enthusiasm for participating in the class than the control class. In the future, we should expand the scope of application of the communicative teaching method in Japanese language education. Japanese teachers should make a deeper study on how learners can acquire language knowledge and communicate more happily.
【學(xué)位授予單位】：長春師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.46

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