中职英语快乐体验式教学模式探索

发布时间：2018-01-25 17:18

本文关键词： 体验式教学中职英语教学模式　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：笔者以当今时代要求和最新《中等职业学校英语教学大纲》关于教学目标的规定为基础,考虑到中职英语的教学特点(英语是专业课的辅助科目,教学环境相对宽松,学生思维相对活跃,可大胆创新教学模式)同时为了尽量克服目前中职英语教学现状的弊端(如：依然沿用普通中学的教学模式和评价模式,没有一个针对中职生的特色化系统教学模式,或教材利用不到位、教学研究不成系统)结合了自身一线教学感悟与国内外新近的教学理念,重新思索,提出了中职英语快乐体验式教学模式的探索——以“中职英语新教学模式”为着眼点,以叶澜的“动态生成教学观”为理论基础,以西方“情境体验式”的教学形式为操作路径,以笔者所在学校一年级学生为实验平台,融入现代化的各种有趣新颖元素,一套具有实用性、可操作性和可推广性,又适应中职英语的“动态体验式”特色课堂教学范式。在此研究过程中,笔者首先进行了问卷调查：包括教材使用情况问卷,教师组织情况问卷,课堂参与情况问卷,自我感觉情况问卷。通过结果分析了打造快乐体验式课堂的必要性。再通过课例实践：即“英语脱口秀”“英美文化”“模拟情景”三个特色课堂和基于“阅读与朗诵”和“影视与欣赏”能力设置的特色课外活动范式,打造了一个具有小范围推广性的系统、特色课程体系,为我校乃至同类学校英语教学的发展提供了一定意义的参照——突出“动态”(使原本简单、线性的课程变成了多样、富有变化的)；突出“体验”(英语的语用能力内化成了学生的一种心理机制)；突出“快乐”(从中职学生英语学习困难中解放出来)。同时,此论文更加侧重于中职一年级的课堂及课外教学,因此有一定局限性。后续研究再逐一开展。
[Abstract]:On the basis of the requirements of the times and the latest "English syllabus for Secondary Vocational Schools", the author takes into account the teaching characteristics of secondary vocational English (English is an auxiliary subject of specialized courses). The teaching environment is relatively loose and the students' thinking is relatively active. At the same time, we try to overcome the shortcomings of the current English teaching in secondary vocational schools (for example, we still use the teaching mode and evaluation model of ordinary middle schools. There is no special system teaching model for secondary vocational students, or the use of teaching materials is not in place, teaching research is not systematic) combined with their first line of teaching perception and recent teaching ideas at home and abroad, re-thinking. This paper puts forward the exploration of the happy and experiential teaching mode of secondary vocational English, which is based on "the new teaching mode of English teaching in secondary vocational school" and Ye Lan's "dynamic generation teaching view" as the theoretical basis. Take the western "situational experience" teaching form as the operating path, take the first grade students of my school as the experimental platform, melt into the modern various interesting and novel elements, a set of practical. Maneuverability and extensibility are also adapted to the "dynamic experiential" classroom teaching paradigm of secondary vocational English. In the course of this study, the author first conducted a questionnaire survey, including the questionnaire on the use of textbooks. Teacher organization questionnaire, classroom participation questionnaire. Through the results of the questionnaire, the author analyzes the necessity of creating a happy and experiential classroom. Then, through the practice of class examples: the "English talk show", "Anglo-American culture", "simulated scene", and based on "English talk Show", "British and American culture" and "simulated scene". Reading and reciting "and" film and appreciation "the ability to set the characteristics of extra-curricular activities paradigm." It has created a system with a small scope of popularization and a characteristic curriculum system, which provides a meaningful reference for the development of English teaching in our school and even in the same kind of schools-giving prominence to the "dynamic" (making the original simple). Linear courses become diverse and varied; Stress "experience" (English pragmatic competence internalized into a psychological mechanism of students; At the same time, the thesis focuses more on the classroom and extracurricular teaching in the first grade of the secondary vocational school, so it has some limitations. The follow-up study is carried out one by one.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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