本文選題：后方法”　切入點(diǎn)：個(gè)性化教學(xué)　出處：《山東師范大學(xué)》2017年碩士論文

【摘要】：《中國教育改革與發(fā)展綱要》指出:“實(shí)施以培養(yǎng)學(xué)生創(chuàng)造力和實(shí)踐能力為特征的素質(zhì)教育,尊重個(gè)性、發(fā)展個(gè)性、開發(fā)個(gè)性,成為素質(zhì)教育的第一要義�！笨梢�,素質(zhì)教育的本質(zhì)特征則是通過個(gè)性培養(yǎng)與開發(fā),從而促使學(xué)生形成創(chuàng)造力和自主學(xué)習(xí)能力。而素質(zhì)教育的必由之路乃為尊重學(xué)生個(gè)體差異、注重開發(fā)和發(fā)展學(xué)生個(gè)性、注重培養(yǎng)創(chuàng)造性人才的個(gè)性化教學(xué)。所謂個(gè)性化教學(xué)就是根據(jù)每個(gè)學(xué)生的實(shí)際情況、個(gè)性特點(diǎn)、知識經(jīng)驗(yàn)背景,制定教學(xué)方案,選擇教學(xué)方法,滿足學(xué)生個(gè)性化的需求,培養(yǎng)學(xué)生的自主能力,促進(jìn)學(xué)生全方面的發(fā)展與提高。然而,雖然大部分初中英語教師能夠接受個(gè)性化教學(xué)理念,但在當(dāng)前的初中英語教學(xué)實(shí)踐中仍未達(dá)到真正實(shí)施個(gè)性化教學(xué)。因此,如何在初中英語教學(xué)中實(shí)踐個(gè)性化教學(xué),注重尊重學(xué)生的個(gè)性差異,是當(dāng)前初中英語教學(xué)研究亟待解決的問題。本研究擬從“后方法”視域探討初中英語個(gè)性化教學(xué),旨在“后方法”理論的指導(dǎo)下探索如何實(shí)施初中英語的個(gè)性化教學(xué),進(jìn)而探討初中英語個(gè)性化教學(xué)實(shí)施的效果。“后方法”教學(xué)觀并不是一種具體的教學(xué)法而是針對外語教學(xué)的一種觀念和理念�！昂蠓椒ā背搅司唧w方法的層面,沒有固定的一套教學(xué)方法,“后方法”教育理念包含特殊性、實(shí)踐性與可能性三個(gè)參數(shù),倡導(dǎo)“學(xué)習(xí)者自主”、“教師自主”和“教師賦權(quán)”等為外語教學(xué)的基本原則。本研究以“后方法”理論為依據(jù),通過文獻(xiàn)法、問卷法、訪談法、觀察法、案例研究法等研究方法,以濟(jì)南市某初中二年級2個(gè)班級80人為研究對象,進(jìn)行了為期一個(gè)學(xué)期的研究(2016年9月至12月),本研究主要針對以下三個(gè)問題進(jìn)行研究與探索:1.初中英語個(gè)性化教學(xué)現(xiàn)狀如何;2.如何在“后方法”理論指導(dǎo)下實(shí)踐初中英語個(gè)性化教學(xué);3.初中英語個(gè)性化教學(xué)是否有利于提高學(xué)生英語學(xué)習(xí)的興趣,是否能夠促進(jìn)學(xué)生的個(gè)性化發(fā)展。在本研究中,筆者立足于個(gè)性化教育理念,以“后方法”教育觀為理論依據(jù)和支持。研究首先運(yùn)用訪談法,問卷調(diào)查,課堂觀察法分析總結(jié)初中英語個(gè)性化教學(xué)現(xiàn)狀,研究發(fā)現(xiàn),雖然當(dāng)前初中英語教學(xué)比較重視學(xué)生語言素質(zhì)的培養(yǎng),教師的專業(yè)素質(zhì)也有很好的展現(xiàn),但初中英語個(gè)性化教學(xué)現(xiàn)狀仍不容樂觀,課堂教學(xué)與教學(xué)活動設(shè)計(jì)缺乏個(gè)性化。其次,在“后方法”理論指導(dǎo)下本研究探索如何實(shí)踐初中英語個(gè)性化教學(xué),通過初中英語個(gè)性化教案的設(shè)計(jì)與實(shí)踐,本研究認(rèn)為,教師應(yīng)從四個(gè)方面實(shí)踐初中英語性個(gè)性化教學(xué):(1)教學(xué)過程個(gè)性化。(2)教學(xué)任務(wù)個(gè)性化。(3)教學(xué)評價(jià)個(gè)性化。(4)作業(yè)布置個(gè)性化。最后,通過對初中英語個(gè)性化教學(xué)實(shí)施效果的觀察與分析,以及對學(xué)生反饋單的分析與討論,本研究認(rèn)為,初中英語個(gè)性化教學(xué)利于提高學(xué)生英語學(xué)習(xí)的興趣,能夠促進(jìn)學(xué)生的個(gè)性化發(fā)展。誠懇期望本研究能對初中英語教師有一定的啟發(fā)意義,為促進(jìn)初中英語教學(xué)盡微薄之力。
[Abstract]:< China education reform and development program "pointed out:" the implementation of quality education, to cultivate students' creativity and practical ability as the characteristic of respect for individuality, personality development, personality development, become the first meaning of quality education. Thus, the essential characteristics of quality oriented education is through the personality cultivation and development, so as to promote students to form creative and independent learning ability. And the only way which must be passed of quality education is to respect students' individual differences, focus on the development and the development of students' personality, personalized teaching and cultivating innovative talents. The personalized teaching is based on the actual situation, each student's personality characteristics, background knowledge and experience, develop teaching programs, teaching methods, students meet the personalized needs of training the students' autonomous ability, promoting the development of students and improve. However, although most of the junior middle school English teachers can receive personalized education Learn the concept, but has not yet reached the real implementation of individualized teaching in the English teaching practice in junior high school. Therefore, how to practice the individualized teaching in junior high school English teaching, pay attention to respect the individual differences of students, junior high school English teaching is the current research problems to be solved. This research intends to explore the junior high school English individualized teaching from "post method" perspective to explore how to implement individualized teaching, junior middle school English to "post method" under the guidance of the theory, and then discusses the implementation of junior high school English individualized teaching effect. "Post method" teaching is not a specific teaching method but for a concept and the concept of foreign language teaching. "Post method" beyond the specific method level, not a set of teaching methods of fixed, "post method" education philosophy contains the particularity, practicality and possibility of three parameters, advocate "learner autonomy"," Teacher autonomy "and" teacher empowerment "as the basic principles of foreign language teaching. This research is based on the" post method "theory, through literature method, questionnaire method, interview method, observation research method, case study method, 2 classes of junior high school in Ji'nan City, the second grade 80 as the research object, carried out the study lasts for one semester (September 2016 to December), the research and exploration focused on the following three questions: how to present 1. junior high school English teaching; 2. in" guidance method "theory and practice of junior high school English Teaching in junior middle school 3. personalized; individualized English teaching can improve the students' English learning interest, whether can promote the development of students' personality. In this study, the author based on the concept of individualized education, in order to" post method "education concept as the theoretical basis and support. Firstly, using interview method, questionnaire The investigation, analysis and summary of research status, personalized teaching of junior middle school English classroom observation, although the current junior high school English teaching is attach great importance to the cultivation of students' language ability, the professional quality of teachers also have a good show, but the present situation of junior middle school English teaching is still not optimistic, classroom teaching and teaching activities lack of individuality. Secondly, with the guidance of the "after the method of" theory, this study explores how to practice English individualized teaching, through the design and practice of junior high school English individualized teaching plans, this study suggests that teachers should start from four aspects: Personalized Teaching practice of junior middle school English teaching process. (1) individual (2). (3) the task of teaching personalized teaching evaluation (4 personalized. Individual assignments). Finally, through observation and Analysis on the effect of junior high school English teaching, and feedback analysis and Discussion on single students, this study. In order to improve students' interest in English learning and promote personalized development of students, it is hoped that this study can inspire junior middle school English teachers and contribute to promoting junior middle school English teaching.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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