大学英语课堂展示有效性调查研究

发布时间：2018-03-13 18:17

本文选题：有效教学　切入点：课堂活动　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：为了使高等学校非英语专业毕业生能够在工作和社会交往中用英语有效地进行口头和书面的信息交流,大学英语课堂开始普遍增设课堂活动环节以锻炼学生的口语表达能力与自主学习能力。事实上,现代教育技术的迅猛发展为英语课堂活动模式改革提供了契机,当下大学英语课堂借助多媒体设备进行展示的课堂活动越来越受广大师生的追捧。但是随着课堂展示活动的开展,众多学者发现并不是所有的课堂展示都会得到有效的结果。目前课堂展示活动及其有效性的相关研究主要集中在课堂展示技巧、辅助工具、评估方式或探讨教师指导与课堂展示活动的关系等方面,虽有学者对课堂展示存在的问题进行分析并提出建议,但对于课堂展示有效性进行系统研究的书籍和论文寥寥无几。并且前人的研究主要针对小学生、高中生、英语专业和高职院校的学生,却鲜少有人对大学英语课堂展示活动的有效性做过深入、全面的调查研究。因此,笔者将有效教学理论与大学英语课堂展示相结合,通过对大学英语课堂展示活动各个环节的有效性进行全面调查研究,系统地探究课堂展示活动中存在的问题以及这些问题产生的根源,并提出相应的改进或解决方案,期望为今后的大学英语课堂展示活动的有效开展提供切实可行的建议和借鉴。本研究运用问卷调查、课堂观察、评价量表和访谈等工具对山东师范大学非英语专业2015级电子信息工程、公共管理、经济学和法学等专业共四个班44次课堂展示活动进行研究,主要回答三个问题:1)大学英语课堂展示活动中存在的问题以及产生问题的原因;2)大学英语课堂展示活动各环节的有效性现状;3)如何提高大学英语课堂展示活动有效性。通过SPSS22.0进行的问卷与评价量表数据分析,以及课堂观察与访谈数据的描述性分析得出以下研究发现:1)大学英语课堂展示的问题存在于:学生与教师对有效的课堂展示的认知不足,教师对设计与展示PPT的指导不足,以及学生在准备PPT与进行PPT课堂展示时的表现不佳。2)展示者在选题调查、展示目标、标题选择、限定时间的安排、词汇与结构等方面的表现有效性较高。低分组在“独特的观点”方面表现的有效性比高分组要高,但其他各方面高分组的有效性均比低分组高。高分组与低分组均在眼神交流、肢体语言运用、展示内容结构条理和脱稿方面表现有效性较低。3)针对以上问题,学生需要提高选择展示材料的技巧,掌握课堂展示技巧,并学习社交与情感技能;大学英语教师应当全面指导学生设计与展示PPT,并引导学生提高独立思考与批判性思维能力。最后,笔者指出以上研究发现对于提高大学英语课堂展示有效性的教学启示。并指明本研究的不足与对未来研究的相关建议。
[Abstract]:In order to enable non-English major graduates of colleges and universities to communicate effectively in English, both oral and written, in their work and social interaction, College English classroom has generally added classroom activity links to improve students' oral expression and autonomous learning ability. In fact, the rapid development of modern educational technology has provided an opportunity for the reform of English classroom activity model. Nowadays, college English classroom displays with multimedia devices, which are more and more popular among teachers and students. However, with the development of classroom display activities, Many scholars have found that not all classroom presentations will yield effective results. At present, researches on classroom presentation activities and their effectiveness are mainly focused on classroom presentation techniques and auxiliary tools. The evaluation methods or the relationship between teachers' guidance and classroom display activities are discussed, although some scholars analyze the problems existing in classroom presentations and put forward some suggestions. However, there are very few books and papers on the effectiveness of classroom presentations, and previous studies have focused on pupils, high school students, English majors and students in higher vocational schools. However, few people have made a thorough and comprehensive investigation and study on the effectiveness of college English classroom display activities. Therefore, the author combines the effective teaching theory with the college English classroom presentation. Through a comprehensive investigation and study on the effectiveness of various aspects of college English classroom presentation activities, this paper systematically explores the existing problems and the root causes of these problems, and puts forward corresponding improvement or solutions. The purpose of this study is to provide practical suggestions and lessons for the effective development of college English classroom presentation activities in the future. The evaluation scale and interview tools were used to study 44 class presentations in four classes, including Electronic Information Engineering, Public Administration, Economics and Law, in 2015 for non-English majors in Shandong normal University. Main answers to three questions: 1) the problems in College English classroom presentation and the causes of the problems 2) the present situation of the effectiveness of College English classroom presentation activities 3) how to improve College English classroom presentation activities. Validity. Data analysis of questionnaire and evaluation scale by SPSS22.0, Based on the descriptive analysis of classroom observation and interview data, the following findings are as follows: (1) the problems of college English classroom presentation are that students and teachers have insufficient knowledge of effective classroom presentation, and teachers' guidance in designing and displaying PPT is insufficient. And the students' poor performance in preparing for PPT and PPT class presentation. 2) the subjects were investigated, the objectives of the presentation, the choice of the title, the arrangement of the limited time, In terms of vocabulary and structure, the effectiveness of the low group was higher than that of the high score group, but that of the high score group was higher than that of the low score group. Both the high score group and the low score group were making eye contact. In view of the above problems, students need to improve the skills of selecting display materials, master classroom presentation skills, and learn social and emotional skills; College English teachers should guide students to design and display PPTs, and guide students to improve their ability of independent thinking and critical thinking. Finally, The author points out the implications of the above findings for improving the effectiveness of college English classroom presentation, and points out the shortcomings of this study and the relevant suggestions for future research.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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