用游戲教學(xué)法建構(gòu)初中英語閱讀課堂反沉默流的行動(dòng)研究
發(fā)布時(shí)間：2021-09-19 20:13
學(xué)生在英語閱讀課堂上的沉默嚴(yán)重妨礙了閱讀教學(xué)的正常進(jìn)行。人們對(duì)課堂沉默的原因已經(jīng)進(jìn)行過反復(fù)的分析和分類。然而,尚未見有消除這種沉默的可行方案。沉默現(xiàn)象是模糊且復(fù)雜的課堂現(xiàn)象,涉及到多個(gè)領(lǐng)域。英語閱讀課堂沉默指的是:出于對(duì)社會(huì)評(píng)價(jià)的抵制、恐懼、冷淡和畏縮而默不作聲,也就是教師所不期望看到的消極沉默。正是這種沉默,使英語閱讀教學(xué)變得困難。本次研究著眼于針對(duì)課堂消極沉默的可行性操作,以Piaget的建構(gòu)主義學(xué)習(xí)理論和Csikszentmihalyi的流理論為基礎(chǔ),以消除消極沉默為目的,運(yùn)用游戲教學(xué)法在初中二年級(jí)英語閱讀課上進(jìn)行了為期12周的行動(dòng)研究。游戲教學(xué)法,作為一種有目的、有計(jì)劃、有針對(duì)性的游戲式英語教學(xué)活動(dòng),能使閱讀教學(xué)過程符合學(xué)生的心理需求,成為學(xué)生活動(dòng)的組成部分,并逐漸形成學(xué)生日后的生活組成部分,使學(xué)生的內(nèi)心活動(dòng)可發(fā)展成為一種獨(dú)立、自主的自我表達(dá),并獲取快樂、自由、滿足的感覺和內(nèi)在和外在之間的平衡。本次研究嘗試回答兩個(gè)問題:1)游戲教學(xué)法對(duì)英語閱讀課中的消極沉默有什么影響?2)如何提升并延長(zhǎng)游戲教學(xué)法的積極作用?行動(dòng)研究的前中后三次課堂觀察記錄、前后兩次問卷的意向?qū)Ρ确治龊陀懻摻Y(jié)果...
【文章來源】：廣州大學(xué)廣東省
【文章頁數(shù)】：134 頁
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Purposes
1.3 Research Significance
1.4 Structure of This Thesis
Chapter Two Literature Review
2.1 Studies on Classroom Reticence at Home and Abroad
2.1.1 Studies on Classroom Reticence Abroad
2.1.2 Studies on Classroom Reticence at Home
2.2 Studies on Game-based Approach at Home and Abroad
2.2.1 Studies on Game-based Approach Abroad
2.2.2 Studies on Game-based Approach at Home
2.3 Comments
Chapter Three Theoretical Framework
3.1 Theoretical Bases of the Game-based Approach
3.1.1 Piaget’s Constructivist Theory of Learning
3.1.2 Csikszentmihalyi’s FLOW THEORY
3.2 Definition of Reticence and the FLOW against Reticence
3.2.1 Definition of Reticence
3.2.2 Definition of the FLOW against Reticence
3.3 Definitions of Game-based Approach
3.4 Operational Framework of Game-based Approach
Chapter Four Research Methodology
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Classroom Observations
4.3.2 Questionnaires
4.3.3 Tests of English Reading Performance
4.4 Procedure of the Action Research
4.5 Implementation of the Action Research
4.5.1 Preliminary Investigation
4.5.2 Problem Identification and Confirmation
4.5.3 Research Hypothesis
4.5.4 Overall Action Research Plan
4.5.5 The First-round Action
4.5.6 The Second-round Action
Chapter Five Results and Discussions
5.1 Results
5.1.1 Data Analysis of the Classroom Observations
5.1.2 Data Analysis of the Questionnaires
5.1.3 Data Analysis of the Tests of Reading Performance
5.2 Discussions
5.2.1 Discussions with Constructivist Theory of Learning
5.2.2 Discussions with Some Socio-psychological Points of View
5.2.3 Discussions with the FLOW THEORY
Chapter Six Conclusions
6.1 Major Findings
6.2 Pedagogical Implications,Suggestions and Limitations
6.2.1 Pedagogical Implications and Suggestions
6.2.2 Limitations
References
攻讀碩士期間取得的學(xué)術(shù)成果
Appendix A Results of the Classroom Observations
Appendix B Results of the Questionnaires
Appendix C Tests of English Reading Performance and Scores
Appendix D Samples of Teaching Plans
【參考文獻(xiàn)】：
期刊論文
[1]“沉默的螺旋”理論在課堂教學(xué)中的研究[J]. 常樂融融. 華夏教師. 2018(16)
[2]“沉默的螺旋”理論文獻(xiàn)綜述（1974-2016）[J]. 宋美霖. 通化師范學(xué)院學(xué)報(bào). 2017(12)
[3]沉默的螺旋理論十一年英文文獻(xiàn)綜述（2005—2016）[J]. 廖玉玲. 傳播與版權(quán). 2017(12)
[4]中職英語課堂學(xué)生消極沉默現(xiàn)象成因及對(duì)策分析[J]. 黃成林. 教育現(xiàn)代化. 2017(05)
[5]沉默的螺旋理論文獻(xiàn)綜述:1988—200[J]. 王冠禹. 傳播與版權(quán). 2016(09)
[6]學(xué)生課堂“消極沉默”現(xiàn)象分析及應(yīng)對(duì)策略[J]. 鄒燦,王海燕. 教育現(xiàn)代化. 2016(14)
[7]“沉默的雙螺旋”理論的提出及其應(yīng)用[J]. 楊倩. 哈爾濱市委黨校學(xué)報(bào). 2016(02)
[8]“沉默的螺旋”理論在傳統(tǒng)課堂和遠(yuǎn)程開放學(xué)習(xí)環(huán)境中運(yùn)用的差異[J]. 王雪炎,張建榮,降小寧. 內(nèi)蒙古電大學(xué)刊. 2015(06)
[9]對(duì)中職英語課堂消極沉默現(xiàn)狀分析與對(duì)策[J]. 歐汝君. 佳木斯職業(yè)學(xué)院學(xué)報(bào). 2015(08)
[10]基于教師提問的公安院校英語課堂沉默研究[J]. 王鵑. 湖北廣播電視大學(xué)學(xué)報(bào). 2014(12)
碩士論文
[1]初中生英語課堂沉默的成因及對(duì)策研究[D]. 劉爽.長(zhǎng)春師范大學(xué) 2017
[2]初中地理課堂中沉默的螺旋理論應(yīng)用研究[D]. 李曉婷.河南大學(xué) 2015
[3]大學(xué)英語課堂消極沉默現(xiàn)象的起因及對(duì)策研究[D]. 傅晨露.浙江師范大學(xué) 2014
本文編號(hào)：3402261
【文章來源】：廣州大學(xué)廣東省
【文章頁數(shù)】：134 頁
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Purposes
1.3 Research Significance
1.4 Structure of This Thesis
Chapter Two Literature Review
2.1 Studies on Classroom Reticence at Home and Abroad
2.1.1 Studies on Classroom Reticence Abroad
2.1.2 Studies on Classroom Reticence at Home
2.2 Studies on Game-based Approach at Home and Abroad
2.2.1 Studies on Game-based Approach Abroad
2.2.2 Studies on Game-based Approach at Home
2.3 Comments
Chapter Three Theoretical Framework
3.1 Theoretical Bases of the Game-based Approach
3.1.1 Piaget’s Constructivist Theory of Learning
3.1.2 Csikszentmihalyi’s FLOW THEORY
3.2 Definition of Reticence and the FLOW against Reticence
3.2.1 Definition of Reticence
3.2.2 Definition of the FLOW against Reticence
3.3 Definitions of Game-based Approach
3.4 Operational Framework of Game-based Approach
Chapter Four Research Methodology
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Classroom Observations
4.3.2 Questionnaires
4.3.3 Tests of English Reading Performance
4.4 Procedure of the Action Research
4.5 Implementation of the Action Research
4.5.1 Preliminary Investigation
4.5.2 Problem Identification and Confirmation
4.5.3 Research Hypothesis
4.5.4 Overall Action Research Plan
4.5.5 The First-round Action
4.5.6 The Second-round Action
Chapter Five Results and Discussions
5.1 Results
5.1.1 Data Analysis of the Classroom Observations
5.1.2 Data Analysis of the Questionnaires
5.1.3 Data Analysis of the Tests of Reading Performance
5.2 Discussions
5.2.1 Discussions with Constructivist Theory of Learning
5.2.2 Discussions with Some Socio-psychological Points of View
5.2.3 Discussions with the FLOW THEORY
Chapter Six Conclusions
6.1 Major Findings
6.2 Pedagogical Implications,Suggestions and Limitations
6.2.1 Pedagogical Implications and Suggestions
6.2.2 Limitations
References
攻讀碩士期間取得的學(xué)術(shù)成果
Appendix A Results of the Classroom Observations
Appendix B Results of the Questionnaires
Appendix C Tests of English Reading Performance and Scores
Appendix D Samples of Teaching Plans
【參考文獻(xiàn)】：
期刊論文
[1]“沉默的螺旋”理論在課堂教學(xué)中的研究[J]. 常樂融融. 華夏教師. 2018(16)
[2]“沉默的螺旋”理論文獻(xiàn)綜述（1974-2016）[J]. 宋美霖. 通化師范學(xué)院學(xué)報(bào). 2017(12)
[3]沉默的螺旋理論十一年英文文獻(xiàn)綜述（2005—2016）[J]. 廖玉玲. 傳播與版權(quán). 2017(12)
[4]中職英語課堂學(xué)生消極沉默現(xiàn)象成因及對(duì)策分析[J]. 黃成林. 教育現(xiàn)代化. 2017(05)
[5]沉默的螺旋理論文獻(xiàn)綜述:1988—200[J]. 王冠禹. 傳播與版權(quán). 2016(09)
[6]學(xué)生課堂“消極沉默”現(xiàn)象分析及應(yīng)對(duì)策略[J]. 鄒燦,王海燕. 教育現(xiàn)代化. 2016(14)
[7]“沉默的雙螺旋”理論的提出及其應(yīng)用[J]. 楊倩. 哈爾濱市委黨校學(xué)報(bào). 2016(02)
[8]“沉默的螺旋”理論在傳統(tǒng)課堂和遠(yuǎn)程開放學(xué)習(xí)環(huán)境中運(yùn)用的差異[J]. 王雪炎,張建榮,降小寧. 內(nèi)蒙古電大學(xué)刊. 2015(06)
[9]對(duì)中職英語課堂消極沉默現(xiàn)狀分析與對(duì)策[J]. 歐汝君. 佳木斯職業(yè)學(xué)院學(xué)報(bào). 2015(08)
[10]基于教師提問的公安院校英語課堂沉默研究[J]. 王鵑. 湖北廣播電視大學(xué)學(xué)報(bào). 2014(12)
碩士論文
[1]初中生英語課堂沉默的成因及對(duì)策研究[D]. 劉爽.長(zhǎng)春師范大學(xué) 2017
[2]初中地理課堂中沉默的螺旋理論應(yīng)用研究[D]. 李曉婷.河南大學(xué) 2015
[3]大學(xué)英語課堂消極沉默現(xiàn)象的起因及對(duì)策研究[D]. 傅晨露.浙江師范大學(xué) 2014
本文編號(hào)：3402261
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