問題式教學(xué)法在高中英語(yǔ)教學(xué)中的有效性研究
發(fā)布時(shí)間：2019-01-29 01:55
【摘要】：隨著新課改不斷深入發(fā)展以及教師教學(xué)理念的快速轉(zhuǎn)變,基礎(chǔ)教育階段學(xué)生的創(chuàng)新精神以及研究型學(xué)習(xí)和實(shí)踐能力的培養(yǎng)成為課程、教材和教學(xué)模式改革的方向和重點(diǎn)。在這些變革中,教學(xué)模式和教學(xué)策略已經(jīng)被納入到改革和優(yōu)化對(duì)象的進(jìn)程之中。作為一種新的教學(xué)模式,問題式教學(xué)法關(guān)注學(xué)生解決問題的能力和創(chuàng)造性思維的培養(yǎng)。因此,問題式教學(xué)法在很大程度上順應(yīng)了當(dāng)前教育改革的趨勢(shì)和潮流。本研究以建構(gòu)主義理論、自主學(xué)習(xí)理論以及合作學(xué)習(xí)理論為支撐,意在驗(yàn)證問題式教學(xué)法在高中英語(yǔ)教學(xué)的有效性。實(shí)驗(yàn)選取了榆林市靖邊中學(xué)高一年級(jí)兩個(gè)水平相當(dāng)?shù)陌嗉?jí)作為研究對(duì)象,高一(1)班為實(shí)驗(yàn)班,高一(2)班為對(duì)照班,進(jìn)行了一個(gè)學(xué)期的教學(xué)實(shí)驗(yàn)。實(shí)驗(yàn)開始前,通過Excel對(duì)兩個(gè)平行班開學(xué)的摸底測(cè)試成績(jī)進(jìn)行了分析,確定兩個(gè)班的英語(yǔ)水平無顯著差異后,高一(1)班采用了問題式教學(xué)法,高一(2)班采用傳統(tǒng)教學(xué)法。實(shí)驗(yàn)后,對(duì)實(shí)驗(yàn)班和對(duì)照班的期末成績(jī)進(jìn)行分析,通過分析發(fā)現(xiàn),實(shí)驗(yàn)班成績(jī)不僅相較于實(shí)驗(yàn)前的成績(jī)有明顯提高,而且與對(duì)照班相比,成績(jī)進(jìn)步也更明顯。為了進(jìn)一步驗(yàn)證此方法的有效性,筆者又對(duì)調(diào)查問卷及訪談進(jìn)行了分析,發(fā)現(xiàn)實(shí)驗(yàn)班的大部分學(xué)生對(duì)于問題式教學(xué)法持接受與認(rèn)可的態(tài)度,認(rèn)為自己在問題式教學(xué)法的學(xué)習(xí)過程中學(xué)習(xí)英語(yǔ)的興趣增加了,英語(yǔ)水平有所提高。而對(duì)于問題式教學(xué)法,參與問卷調(diào)查的大部分老師認(rèn)為此教學(xué)法能讓教師清晰地了解到學(xué)生存在的問題,不僅有利于提高學(xué)生的成績(jī),而且有利于培養(yǎng)學(xué)生發(fā)現(xiàn)問題和解決問題能力。本研究最后得出這樣的結(jié)論:問題式教學(xué)法改變了學(xué)生被動(dòng)接受知識(shí)的局面,問題式教學(xué)法下的英語(yǔ)課堂,學(xué)生積極主動(dòng)地參與到課堂中,突出了學(xué)生的主體地位;問題式教學(xué)法以問題為載體,讓學(xué)生在思考、分析、解決問題的過程中找到英語(yǔ)學(xué)習(xí)的樂趣,能夠有效地激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣和熱情;問題式教學(xué)法的課堂,有小組合作環(huán)節(jié),在這一環(huán)節(jié)中,學(xué)生相互交流,分享學(xué)習(xí)成果,可以增強(qiáng)學(xué)生的團(tuán)隊(duì)合作意識(shí);問題式教學(xué)法的課堂上,學(xué)生在聆聽、討論、回答問題的過程中,會(huì)不同程度上對(duì)其聽、說、讀、寫能力進(jìn)行鍛煉,這一過程中學(xué)生的英語(yǔ)綜合能力得以逐步提高;問題式教學(xué)法改變了傳統(tǒng)的“教師講解,學(xué)生傾聽”的模式,教師的角色由“演講者”轉(zhuǎn)變?yōu)椤皟A聽者”和“引導(dǎo)者”。本研究把問題式教學(xué)方法與中學(xué)英語(yǔ)教學(xué)相融合,探究這一教學(xué)法在實(shí)際教學(xué)過程中的有效性,為高中英語(yǔ)教師的具體教學(xué)工作提供啟發(fā),嘗試以問題式教學(xué)法改變學(xué)生在傳統(tǒng)模式下被動(dòng)學(xué)習(xí)的局面,提升其整體能力。
[Abstract]:With the further development of the new curriculum reform and the rapid change of teachers' teaching ideas, the innovation spirit and the cultivation of research-based learning and practical ability of students in the basic education stage have become the direction and emphasis of the reform of curriculum, teaching materials and teaching mode. In these changes, teaching models and strategies have been incorporated into the process of reform and optimization of objects. As a new teaching mode, problem-based teaching method focuses on the cultivation of students' problem-solving ability and creative thinking. Therefore, the problem-based teaching method to a large extent conforms to the current trend and trend of educational reform. Supported by constructivist theory, autonomous learning theory and cooperative learning theory, this study aims to verify the effectiveness of problem-based approach in senior high school English teaching. The experiment selects two classes of the same level in the first grade of Jingbian Middle School in Yulin City as the research object, the first (1) class as the experimental class and the first (2) class as the control class, and the teaching experiment is carried out for one semester. Prior to the beginning of the experiment, Excel was used to analyze the test results of the two parallel classes, and it was found that there was no significant difference in English proficiency between the two classes. After that, the first (1) Senior one (1) class adopted the problem-based approach, and the second (2) class adopted the traditional teaching method. After the experiment, the final grades of the experimental class and the control class were analyzed. It was found that the results of the experimental class not only improved obviously compared with the results before the experiment, but also improved more obviously than that of the control class. In order to further verify the effectiveness of the method, the author also analyzed the questionnaire and interviews, and found that most of the students in the experimental class accepted and accepted the problem-based teaching method. The author thinks that his interest in learning English has increased and his English proficiency has been improved. As for the problem-based teaching method, most of the teachers who participated in the questionnaire survey thought that the teaching method could help the teachers to understand clearly the problems existing in the students, and not only help to improve the students' performance. Moreover, it is helpful to cultivate students' ability to find and solve problems. The conclusion of this study is as follows: question approach has changed the situation of students' passive acceptance of knowledge, English classroom under question teaching method, students actively participate in the classroom, highlighting the main position of students; The problem-based teaching method takes the problem as the carrier, so that the students can find the fun of learning English in the process of thinking, analyzing and solving the problems, which can effectively arouse the students' interest and enthusiasm in learning English. In the classroom of problem-based teaching method, there are group cooperation links, in which students communicate with each other and share their learning results, which can enhance the students' sense of teamwork. In the course of listening, discussing and answering questions, the students will exercise their ability of listening, speaking, reading and writing to varying degrees in the classroom of question teaching method, and the students' English comprehensive ability will be improved gradually in the process of listening, discussing and answering questions. The problem-based teaching method has changed the traditional mode of "teacher explaining and student listening", and the teacher's role has changed from "speaker" to "listener" and "guide". This study combines the problem-based teaching method with the English teaching method in middle schools, and explores the effectiveness of this teaching method in the actual teaching process, thus providing inspiration for the specific teaching work of senior high school English teachers. This paper attempts to change the passive learning situation of students in the traditional mode by using problem-based teaching method and to improve their overall ability.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41
本文編號(hào)：2417525
[Abstract]:With the further development of the new curriculum reform and the rapid change of teachers' teaching ideas, the innovation spirit and the cultivation of research-based learning and practical ability of students in the basic education stage have become the direction and emphasis of the reform of curriculum, teaching materials and teaching mode. In these changes, teaching models and strategies have been incorporated into the process of reform and optimization of objects. As a new teaching mode, problem-based teaching method focuses on the cultivation of students' problem-solving ability and creative thinking. Therefore, the problem-based teaching method to a large extent conforms to the current trend and trend of educational reform. Supported by constructivist theory, autonomous learning theory and cooperative learning theory, this study aims to verify the effectiveness of problem-based approach in senior high school English teaching. The experiment selects two classes of the same level in the first grade of Jingbian Middle School in Yulin City as the research object, the first (1) class as the experimental class and the first (2) class as the control class, and the teaching experiment is carried out for one semester. Prior to the beginning of the experiment, Excel was used to analyze the test results of the two parallel classes, and it was found that there was no significant difference in English proficiency between the two classes. After that, the first (1) Senior one (1) class adopted the problem-based approach, and the second (2) class adopted the traditional teaching method. After the experiment, the final grades of the experimental class and the control class were analyzed. It was found that the results of the experimental class not only improved obviously compared with the results before the experiment, but also improved more obviously than that of the control class. In order to further verify the effectiveness of the method, the author also analyzed the questionnaire and interviews, and found that most of the students in the experimental class accepted and accepted the problem-based teaching method. The author thinks that his interest in learning English has increased and his English proficiency has been improved. As for the problem-based teaching method, most of the teachers who participated in the questionnaire survey thought that the teaching method could help the teachers to understand clearly the problems existing in the students, and not only help to improve the students' performance. Moreover, it is helpful to cultivate students' ability to find and solve problems. The conclusion of this study is as follows: question approach has changed the situation of students' passive acceptance of knowledge, English classroom under question teaching method, students actively participate in the classroom, highlighting the main position of students; The problem-based teaching method takes the problem as the carrier, so that the students can find the fun of learning English in the process of thinking, analyzing and solving the problems, which can effectively arouse the students' interest and enthusiasm in learning English. In the classroom of problem-based teaching method, there are group cooperation links, in which students communicate with each other and share their learning results, which can enhance the students' sense of teamwork. In the course of listening, discussing and answering questions, the students will exercise their ability of listening, speaking, reading and writing to varying degrees in the classroom of question teaching method, and the students' English comprehensive ability will be improved gradually in the process of listening, discussing and answering questions. The problem-based teaching method has changed the traditional mode of "teacher explaining and student listening", and the teacher's role has changed from "speaker" to "listener" and "guide". This study combines the problem-based teaching method with the English teaching method in middle schools, and explores the effectiveness of this teaching method in the actual teaching process, thus providing inspiration for the specific teaching work of senior high school English teachers. This paper attempts to change the passive learning situation of students in the traditional mode by using problem-based teaching method and to improve their overall ability.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41
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