“以聽促學(xué)”英語學(xué)習(xí)方法在初中英語教學(xué)中的實(shí)證研究
發(fā)布時(shí)間：2018-07-18 11:57
【摘要】：目前在中學(xué)英語教學(xué)中,一方面,普遍存在“費(fèi)時(shí)多,收效低”的問題;另一方面,雖然中學(xué)英語教材在內(nèi)容和編排上都有了新的變化,但是,英語教師教學(xué)觀念落后,教學(xué)理念只停留在“英語是一門語言知識(shí)課的教學(xué)觀念上”,教師上課只講解一些知識(shí)點(diǎn),學(xué)生只是學(xué)習(xí)如何翻譯課文。另外,雖然近幾年出現(xiàn)了許多新的教學(xué)方法,但在考試制度的驅(qū)使下,教師大多數(shù)情況下把持著課堂,學(xué)生只是忙于低頭做筆記。學(xué)生的英語水平普遍低下,使用英語的能力差。許多學(xué)生學(xué)了幾年英語,還只認(rèn)識(shí)一些簡單的英語單詞,語法知識(shí)更是稀里糊涂,更別說說、寫的輸出能力了。因此,教師必須尋找一條行之有效的教學(xué)方法,因?yàn)榻處煹慕虒W(xué)方法對(duì)教學(xué)質(zhì)量起著至關(guān)重要的決定性因素。本次研究旨在測試聽力的提高是否可以更好地提高了聽、說、讀、寫四項(xiàng)技能。因此,筆者首先通過問卷調(diào)查了解初中生學(xué)習(xí)英語的聽力情況,發(fā)現(xiàn)存在的問題。隨后,筆者運(yùn)用以聽促學(xué)的教學(xué)方法,經(jīng)過4個(gè)月的實(shí)踐研究,通過期末考試成績來分析聽力的提高是否同時(shí)提高了讀、寫的能力。最后,由于目前考試試卷中無法體現(xiàn)學(xué)生口語能力,筆者隨機(jī)抽取10名學(xué)生進(jìn)行口語測試,目的旨在了解學(xué)生通過以聽促學(xué)的學(xué)習(xí)方法是否提高了學(xué)生的口語水平。本文運(yùn)用了問卷調(diào)查、測試等形式,并運(yùn)用SPSS數(shù)據(jù)統(tǒng)計(jì)軟件處理和分析了所收集到的數(shù)據(jù),并得出了以下結(jié)論:問卷調(diào)查顯示學(xué)生普遍意識(shí)到聽力的重要性,但家長和教師對(duì)學(xué)生的聽力學(xué)習(xí)也僅僅是提供了多媒體設(shè)備,教師對(duì)學(xué)生的聽力技巧教授也是少之又少。最主要的絕大多數(shù)學(xué)生認(rèn)為練習(xí)聽力最好的方式是做與考試配套的聽力練習(xí),可見學(xué)生對(duì)聽力的重要性認(rèn)識(shí)不夠,而且遇到聽力學(xué)習(xí)問題時(shí)的解決方法不正確。通過測試分析了實(shí)驗(yàn)班和對(duì)比班的成績,發(fā)現(xiàn)實(shí)驗(yàn)班在運(yùn)用了“以聽促學(xué)”教學(xué)方法后的成績明顯高于對(duì)比班。為了收集精確的數(shù)據(jù),作者使用獨(dú)立樣本T檢驗(yàn)對(duì)收集數(shù)據(jù)進(jìn)行分析,結(jié)果顯示實(shí)驗(yàn)班在四個(gè)月的訓(xùn)練后均值為101.80,控制班的均值為95.42,sig.0.05。也就是說兩個(gè)班級(jí)之間存在明顯的差異�？谡Z測試顯示學(xué)生由原來不敢說或者只能說一些簡單的單詞到可以對(duì)話,朗讀文章,而且還可以用不同的句型來自由的表達(dá)自己的觀點(diǎn)。測試結(jié)果為百分之七十的學(xué)生獲得了等級(jí)A,百分之二十獲得等級(jí)B,百分之十獲得等級(jí)C,沒有等級(jí)D。最令作者驚奇的是其中一名學(xué)生獲得了滿分。
[Abstract]:At present, in the middle school English teaching, on the one hand, there is the problem of "time-consuming and inefficient"; on the other hand, although there have been new changes in the content and arrangement of English teaching materials in middle schools, English teachers' teaching concepts are backward. The teaching idea only stays on "English is the teaching idea of a language knowledge course", the teacher only explains some knowledge points in class, the student only learns how to translate the text. In addition, although there have been many new teaching methods in recent years, under the driving of the examination system, teachers control the classroom most of the time, and the students are just busy taking notes with their heads down. Students' English level is generally low and their ability to use English is poor. Many students learn English for several years, but only know some simple English words, grammar is confused, not to mention the ability to write output. Therefore, teachers must find an effective teaching method, because teachers' teaching methods play a crucial role in the quality of teaching. The aim of this study was to test whether the improvement in listening improved the four skills of listening, speaking, reading and writing. Therefore, first of all, the author investigates the listening situation of junior high school students by questionnaire and finds out the existing problems. After four months of practical research, the author analyzes whether the improvement of listening improves the ability of reading and writing at the same time. Finally, because the students' oral ability can not be reflected in the present examination paper, the author selects 10 students randomly for oral test, in order to find out whether the students' oral ability can be improved by listening and promoting learning. In this paper, questionnaires and tests are used, and SPSS statistical software is used to process and analyze the collected data. The conclusions are as follows: the questionnaire survey shows that students are generally aware of the importance of listening. However, parents and teachers only provide multimedia equipment for students' listening learning, and teachers' teaching of students' listening skills is also very rare. Most of the students think that the best way to practice listening is to do the listening exercises matching with the examination, which shows that the students do not know enough about the importance of listening, and the solution to the problem of listening learning is not correct. Through the test and analysis of the results of the experimental class and the contrast class, it is found that the results of the experimental class are obviously higher than those of the contrast class after using the teaching method of "promoting learning by listening". In order to collect accurate data, the author uses independent sample T test to analyze the collected data. The results show that the average value of the experimental class is 101.80 after four months' training, and the average value of the control class is 95.42 sig.0.05. In other words, there are obvious differences between the two classes. The oral test shows that students can speak or speak simple words to talk, read, and express their opinions freely in different sentence patterns. The test showed that 70% students received grade A, 20% grade B, 10% grade C, and no grade D. The most surprising thing to the author was that one of the students got a full score.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41
本文編號(hào)：2131829
[Abstract]:At present, in the middle school English teaching, on the one hand, there is the problem of "time-consuming and inefficient"; on the other hand, although there have been new changes in the content and arrangement of English teaching materials in middle schools, English teachers' teaching concepts are backward. The teaching idea only stays on "English is the teaching idea of a language knowledge course", the teacher only explains some knowledge points in class, the student only learns how to translate the text. In addition, although there have been many new teaching methods in recent years, under the driving of the examination system, teachers control the classroom most of the time, and the students are just busy taking notes with their heads down. Students' English level is generally low and their ability to use English is poor. Many students learn English for several years, but only know some simple English words, grammar is confused, not to mention the ability to write output. Therefore, teachers must find an effective teaching method, because teachers' teaching methods play a crucial role in the quality of teaching. The aim of this study was to test whether the improvement in listening improved the four skills of listening, speaking, reading and writing. Therefore, first of all, the author investigates the listening situation of junior high school students by questionnaire and finds out the existing problems. After four months of practical research, the author analyzes whether the improvement of listening improves the ability of reading and writing at the same time. Finally, because the students' oral ability can not be reflected in the present examination paper, the author selects 10 students randomly for oral test, in order to find out whether the students' oral ability can be improved by listening and promoting learning. In this paper, questionnaires and tests are used, and SPSS statistical software is used to process and analyze the collected data. The conclusions are as follows: the questionnaire survey shows that students are generally aware of the importance of listening. However, parents and teachers only provide multimedia equipment for students' listening learning, and teachers' teaching of students' listening skills is also very rare. Most of the students think that the best way to practice listening is to do the listening exercises matching with the examination, which shows that the students do not know enough about the importance of listening, and the solution to the problem of listening learning is not correct. Through the test and analysis of the results of the experimental class and the contrast class, it is found that the results of the experimental class are obviously higher than those of the contrast class after using the teaching method of "promoting learning by listening". In order to collect accurate data, the author uses independent sample T test to analyze the collected data. The results show that the average value of the experimental class is 101.80 after four months' training, and the average value of the control class is 95.42 sig.0.05. In other words, there are obvious differences between the two classes. The oral test shows that students can speak or speak simple words to talk, read, and express their opinions freely in different sentence patterns. The test showed that 70% students received grade A, 20% grade B, 10% grade C, and no grade D. The most surprising thing to the author was that one of the students got a full score.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41
【參考文獻(xiàn)】
相關(guān)期刊論文 前10條
1 王麗君;;初中英語教學(xué)中提高學(xué)生聽說讀寫能力的策略[J];學(xué)周刊;2013年33期
2 郭顯芳;;論英語“以聽促學(xué)”的教學(xué)理念[J];武漢科技學(xué)院學(xué)報(bào);2008年04期
3 王福祥;周小成;;從心理語言學(xué)角度對(duì)外語教學(xué)的一點(diǎn)反思[J];外語與外語教學(xué);2006年09期
4 葉思寧;;逆向型英語教學(xué)模式初探[J];井岡山醫(yī)專學(xué)報(bào);2006年04期
5 李冬梅;近十年來國內(nèi)英語聽力理解研究述評(píng)[J];外語界;2002年02期
6 祝平;打好語言基礎(chǔ),培養(yǎng)運(yùn)用能力——《大學(xué)英語》(全新版)系列教材評(píng)介[J];外語界;2002年01期
7 劉作煥;母語——外語教學(xué)中被忽視的資源[J];中南民族學(xué)院學(xué)報(bào)(人文社會(huì)科學(xué)版);1996年05期
8 劉潤清;21世紀(jì)的英語教學(xué)——記英國的一項(xiàng)調(diào)查[J];外語教學(xué)與研究;1996年02期
9 陳義;;英語聽說教學(xué)的幾點(diǎn)策略[J];中小學(xué)英語教學(xué)與研究;2003年07期
10 陳世琦;;培養(yǎng)初中生英語聽力方法種種[J];中小學(xué)英語教學(xué)與研究;2003年06期
，本文編號(hào)：2131829
本文鏈接：http://sikaile.net/zhongdengjiaoyulunwen/2131829.html
最近更新
教材專著
