导学案教学模式在农村初中英语教学中的实证研究

发布时间：2018-01-11 12:40

本文关键词：导学案教学模式在农村初中英语教学中的实证研究　出处：《渤海大学》2015年硕士论文　论文类型：学位论文

【摘要】：2011年教育部颁布的《英语课程标准》中提出“"鼓励学生在教师的指导下,发现语言规律,逐步掌握语言知识和技能,形成有效的学习策略,培养和发展学生的自主学习能力,这也是培养学生终身学习能力的需要。”那么如何激发学生的学习自主性,将课堂还给学生,让学生成为课堂的真正主人是英语教学中最重要的部分。导学案教学法不仅关注教师的引导和辅导,还重视学生的学习自主性的培养,让学生养成爱学习、会学习的好习惯,最终达到学会的教学目的。目前,很多农村中学的英语教学工作仍然以传统的教师为中心,语法翻译法为主的教学方法。教师严格控制课堂,学生只是被动接受老师传授给他们的知识,基本没有锻炼英语交际能力的教学活动,从而,学生们也就很少有机会真正地用英语进行交流,更不用讲用英语表达自己的思想。导学案是以学生为中心,在倡导自主学习教育思想的指导下,由教师根据教学任务、学生的能力水平、学习特点及兴趣爱好等设计的培养创新意识、培养学习自主性的供学生在课前、课中及课后学习过程中使用的学习方案。通过使用导学案,教师的教学将以课前引导和课中指导为主,在课前引导学生自主预习,了解主要知识脉络,然后在课堂中指导学生对所学知识进行深层次的讲解和剖析,使学生更加积极、主动地参与到学习过程中,使得课堂教学更高效,学生学习效果更好。在本研究中,导学案教学模式被应用于英语教学来证明其在英语教学中的有效性。具体涉及三个问题:1.与传统教学方法相比,导学案教学模式能提高学生英语学习的自主性吗?2.与传统教学方法相比,导案教学模式能有效地提高学生的英语水平吗?3.农村初中教师和学生对于导学案教学模式的反馈是什么?本研究通过实验对比的方法,具体分析了导学案教学模式在农村初中英语教学中应用的可行性以及具体方法。实验的时间是2014年9月至2015年1月。本实验的受试者是辽宁省朝阳市孙家湾乡第二十三中学八年级1班和2班的学生,共82名。两个班同学的成绩相差甚微,使用同样的英语教材以及练习册。另外,上课时间相同,且由同一位英语老师授课。不同之处在于,实验班采用的是导学案教学模式,而控制班采用的是传统教学模式。实验结果表明,在农村初中英语教学中,通过使用学案能够提高学生的英语学习自主性,提高他们的英语成绩,同时也表明,导学案教学模式应用于英语教学不仅能够帮助学生养成自主学习的好习惯,也提高了他们的英语水平且多数学生和教师认为导学案教学模式更有效。
[Abstract]:In 2011 the Ministry of Education issued the English curriculum standard "proposed" > "encourage students under the guidance of teachers, to find the law of language, and gradually master the language knowledge and skills, to form effective learning strategies, training and development of students' autonomous learning ability, which is to cultivate students' Lifelong Learning ability. So how to" learning autonomy students, the students returned to the classroom, let the students become masters of the classroom is the most important part in English learning and teaching. Teaching case teaching method not only pay attention to the teacher's guidance and counselling, but also pay attention to students' learning autonomy training, to enable students to develop good habits will love learning, learning, and ultimately achieve the society of teaching objective. At present, many rural middle school English teaching is still in the traditional teacher centered, grammar translation teaching method mainly. Teachers strictly control the classroom, the students are passive. By the teacher to teach them the basic knowledge, not exercise the ability of communication in English teaching activities, so that students would have little chance to communicate in English really, not to speak in English to express their ideas. The guiding case is student-centered, in advocating self-study Education under the guidance by the teacher according to the task of teaching, students' ability, learning characteristics and interest design development innovation consciousness, autonomy training for students to learn in class, learning programs using the class and class in the learning process. Through the use of the guiding case, teachers will be guided by the guide and lessons before class. Guide the students to preview before class, to understand the context of knowledge, and guide students to learn the knowledge of the deep explanation and analysis in the classroom, make students more active, actively participate in the learning process, Make the classroom teaching more efficient students better learning effect. In this study, guiding case teaching mode is applied to English teaching to demonstrate its effectiveness in English teaching. In particular to three issues: 1. compared with the traditional teaching method, teaching case teaching mode can improve the students' autonomy in English learning? 2. compared with the traditional teaching methods, guiding case teaching model can effectively improve the students' English level? What is the 3. rural junior high school teachers and students for feedback guiding case teaching mode? This study by the method of experiment, the feasibility of a concrete analysis of the guiding case teaching mode applied in English Teaching in rural junior middle school and the specific methods. The experimental time is from September 2014 to January 2015. The subjects of this experiment are 1 classes in grade eight in Liaoning Province, Chaoyang City Sun Jia Wan Xiang twenty-third middle schools and 2 students, a total of 82. Two of the same class The performance difference is minimal, use the same English textbook and workbook. In addition, in the same time, and taught by the same English teacher. The difference is that the experimental class is the guiding case teaching mode, while the control class adopted the traditional teaching model. The experimental results show that the English Teaching in rural junior middle school by using case study, to improve the English learning autonomy of students, improve their English achievement, and also show that the application of guiding case teaching mode in English teaching can not only help students develop good habits of autonomous learning and improve their English level and most teachers and students believe that learning case teaching mode is more effective.

【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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