整合式教学法在高职院校旅游英语口语课堂中的实践研究

发布时间：2018-06-18 17:11

本文选题：高职院校 + 整合式教学法　；参考：《山西师范大学》2014年硕士论文

【摘要】：随着国际旅游业的发展，英语成为跨文化交际的通用语。旅游英语口语也凸显出它的重要性。然而，国内高职院校英语口语教学遇到了一些问题。通过在山西青年职业学院教授旅游英语口语课程的教学实践中，作者发现以情景教学法为主的旅游英语口语课堂在提升学生旅游英语口语水平方面收效不显著，而整合式教学法在课堂中的灵活应用在提升学生旅游英语口语水平方面收效显著。本次实践研究选取的研究对象是山西青年职业学院2012级旅游管理专业的28名学生和该校2013级旅游管理专业的23名学生。此外，山西青年职业学院旅游英语口语教师来小平副教授还以课堂观察者的身份参与此次实验。这样选择研究对象的原因在于：山西青年职业学院每年只招收一个旅游管理专业班级，且根据该专业的人才培养方案要求，旅游英语口语课程在第一学年第一学期开设，共32学时，因此作者将2012级旅游管理专业的28名学生作为参照对象，2013级旅游管理专业的23名学生作为实验对象进行课堂实践。其目的在于加快高职院校英语口语教学改革的步伐，进而提高和改善教学水平，使高职院校旅游英语口语教学取得长足进步。通过实验，，作者还试图找出本次教学实践的局限性及今后对整合式教学法的研究方向。实践研究过程中，作者分别对两个班级的学生进行旅游英语口语课程学习前问卷调查、学习后问卷调查、学习前测试及学习后测试。在课堂教学过程中，作者对2012级的学生以情景教学法为主，对2013级的学生使用整合式教学法。同时，作者还通过实验前访谈和实验后谈的方式与山西青年职业学院旅游英语口语教师进行交流。经前测，两个班级学生学习前英语口语水平相当，本实践研究结果有效。实验结束后，作者对所收集的51名学生及来老师的数据进行了认真分析。结果表明：与使用情景教学法为主相比，整合式教学在旅游英语口语课堂中的使用更能有效促进高职院校学生旅游英语口语能力的提高。当然，本次整合式教学法也有其局限性。如：对整合式教学法的课堂实践可扩大至更多的英语口语课程中；有条件的话，应该选取更多的研究对象。对于整合式教学法的科学有效使用方面：口语教师应该尽快提升其专业素养、激发教学热情；高职院校应积极培养双师型教师队伍。
[Abstract]:With the development of international tourism, English has become a common language in cross-cultural communication. Oral English for traveling also highlights its importance. However, there are some problems in oral English teaching in higher vocational colleges. Based on the teaching practice of teaching oral tourism English in Shanxi Youth Vocational College, the author finds that the situational teaching method is not effective in improving the students' oral English level. The flexible application of the integrated teaching method in the classroom can improve the students' oral English level. The subjects of this practical study are 28 students majoring in Tourism Management in Grade 2012 of Shanxi Youth Vocational College and 23 students majoring in Tourism Management in Grade 2013 of Shanxi Youth Vocational College. In addition, an associate professor of spoken tourism English from Shanxi Youth Vocational College participated as a classroom observer. The reason for choosing the study object is that Shanxi Youth Vocational College only enroll one class of tourism management major every year, and according to the talent training plan of this major, the oral English course of tourism English is offered in the first semester of the first academic year. There are 32 hours of study, so the author takes 28 students of Grade 2012 Tourism Management as reference objects and 23 students of Grade 2013 as experimental subjects to carry out classroom practice. The purpose is to speed up the reform of oral English teaching in higher vocational colleges, and then to improve the teaching level and make great progress in oral English teaching for tourism in higher vocational colleges. Through the experiment, the author also tries to find out the limitation of the teaching practice and the research direction of the integrated teaching method in the future. In the course of practical research, the author carries out pre-study questionnaire, post-study questionnaire, pre-study test and post-learning test for students in two classes. In the course of classroom teaching, the author mainly uses situational teaching method for 2012 students and integrative teaching method for 2013 students. At the same time, the author also communicates with the oral English teachers of Shanxi Youth Vocational College through interviews before and after the experiment. The pre-test shows that the two classes have the same level of oral English before learning, and the results of this practical study are effective. After the experiment, the data collected from 51 students and teachers were analyzed carefully. The results show that the use of integrated teaching in tourism spoken English classroom is more effective than using situational teaching method to improve the students' oral ability of tourism English in higher vocational colleges. Of course, the integrated teaching method also has its limitations. For example, the classroom practice of integrated teaching method can be extended to more spoken English courses. For the scientific and effective use of integrated teaching methods: oral teachers should improve their professional quality as soon as possible, stimulate teaching enthusiasm; higher vocational colleges should actively cultivate the contingent of double-qualified teachers.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H319.3;F590-4

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