本文選題：交際能力 + 交際教學(xué)法�。� 參考：《江西師范大學(xué)》2017年碩士論文

【摘要】：隨著整個亞洲地區(qū)的外語教學(xué)改革浪潮,中國教育部也發(fā)起了變革并鼓勵中學(xué)教師在英語課堂上運(yùn)用交際教學(xué)法。然而,研究表明:盡管中國政府大力推薦交際教學(xué)法走進(jìn)中學(xué)英語課堂,教師在引進(jìn)交際教學(xué)法的同時(shí)卻面臨不少困難�，F(xiàn)有有關(guān)引進(jìn)交際教學(xué)法面臨的困難的研究大多從教師的角度出發(fā),而為數(shù)不多的研究學(xué)生對交際教學(xué)法的看法的卻大部分是調(diào)查大學(xué)生的,研究中學(xué)生,特別是初中生對交際教學(xué)法的看法和態(tài)度的甚少。本文從學(xué)生的角度出發(fā),調(diào)查學(xué)生對于在課堂上教師運(yùn)用交際教學(xué)法的看法。運(yùn)用問卷與訪談相結(jié)合的方法,本文調(diào)查了150位來自江西省南昌市第十三中學(xué)初二3個班的學(xué)生對于教師在課堂上運(yùn)用交際教學(xué)法的認(rèn)識和態(tài)度。在對數(shù)據(jù)進(jìn)行收集,篩選和分析后,本文旨在討論:(1)中國初中學(xué)生對交際教學(xué)法的態(tài)度的整體狀況;(2)學(xué)生在實(shí)施交際教學(xué)法的課堂上所遇到的困難和挑戰(zhàn)。研究結(jié)果表明:學(xué)生整體上對交際教學(xué)法還是持積極的態(tài)度。這證明中國外語教育部改革方向的正確性.雖然大部分的學(xué)生對交際教學(xué)法是持積極的態(tài)度,但目前初中英語教學(xué)仍以傳統(tǒng)教學(xué)方法為主。交際教學(xué)法在實(shí)施過程中還是受到了很多因素的制約。這些因素包括:(1)班級人數(shù)多(2)傳統(tǒng)的學(xué)習(xí)習(xí)慣和風(fēng)格;(3)以語法為主的考試系統(tǒng);(4)課外缺少用英語交流的機(jī)會;(5)學(xué)生內(nèi)向害羞,不善表達(dá)自己;(6)缺少生動有趣的交際性材料�；谏鲜鲅芯拷Y(jié)果,作者針對初中英語教學(xué)中的相關(guān)教育部門以及老師提出了相關(guān)建議。(1)學(xué)校應(yīng)該向相關(guān)教育部門反應(yīng),改變大班教學(xué)的現(xiàn)狀;(2)教師應(yīng)響應(yīng)相關(guān)部門的高考改革信號,在學(xué)校的教學(xué)中更多的關(guān)注學(xué)生交際能力;(3)教師應(yīng)當(dāng)結(jié)合交際教活動與傳統(tǒng)教學(xué)活動,使交際教學(xué)法其在課堂上更具可行性;(4)教師也應(yīng)該轉(zhuǎn)變學(xué)生對于課堂語言教學(xué)與學(xué)習(xí)的認(rèn)識;(5)為學(xué)生創(chuàng)造更多課內(nèi)課外的學(xué)習(xí)機(jī)會;(6)在教學(xué)過程中盡可能豐富教學(xué)材料。
[Abstract]:Along with the wave of foreign language teaching reform throughout Asia, the Ministry of Education of China has initiated a reform and encouraged middle school teachers to use communicative teaching methods in the English classroom. However, the research shows that although the Chinese government strongly recommends communicative teaching method into the middle school English classroom, teachers face many difficulties in introducing communicative teaching method at the same time. Most of the existing studies on the difficulties of introducing communicative teaching methods are from the perspective of teachers, while the few who study students' views on communicative teaching methods are mostly investigating students, studying middle school students. In particular, junior high school students have few views and attitudes towards communicative approach. From the perspective of students, this paper investigates students' views on the use of communicative teaching methods in classroom teaching. By using the method of questionnaire and interview, this paper investigates 150 students' cognition and attitude towards the use of communicative teaching method in the classroom of middle school No. 13 in Nanchang, Jiangxi Province. After collecting, selecting and analyzing the data, this paper aims to discuss the general situation of the attitude of Chinese junior high school students towards communicative teaching method (2) the difficulties and challenges encountered by the students in implementing the communicative teaching method in the classroom. The results show that students as a whole have a positive attitude towards communicative approach. This proves that the reform direction of the Ministry of Foreign languages Education in China is correct. Although most students have a positive attitude towards communicative approach, English teaching in junior high schools is still dominated by traditional teaching methods. Communicative teaching method is still restricted by many factors in the process of implementation. These factors include: (1) large class size (2) traditional study habits and styles (3) grammatic-based examination system (4) lack of opportunities for communication in English after class (5) shy students, poor expression of themselves, lack of lively and interesting communicative materials. Based on the above results, the author puts forward some suggestions for the relevant education departments and teachers in junior middle school English teaching. Teachers should respond to the signals of college entrance examination reform of relevant departments and pay more attention to students' communicative competence in school teaching. Teachers should combine communicative teaching activities with traditional teaching activities. Make communicative approach more feasible in classroom teachers should also change students' understanding of classroom language teaching and learning. (5) create more learning opportunities in and out of class for students) and enrich teaching materials as much as possible in the course of teaching.
【學(xué)位授予單位】：江西師范大學(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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本文編號：1867059