导学案教学模式对初中英语教学的促进作用

发布时间：2018-04-28 01:35

本文选题：导学案 + 自主学习能力　；参考：《华中师范大学》2015年硕士论文

【摘要】：20世纪90年代以来,随着教改的深入推进,全面推进素质教育对课堂教学提出了新的要求。传统的填鸭式教学模式是不能够满足需求的,仅凭借教师的一味教授,学生是不能够完全掌握的。在学生方面,尽管有教材做依据,但学生不知道老师要讲什么内容,怎么去讲,理想的教学效果很难达到。据此,1997年浙江金华一中首次提出了“学案教学法”。其中“学案”即一种用于帮助学生学习的、相对于教案的学习辅导材料,而借助于“学案”来进行教学的方法叫做“学案教学法”。“学案教学法”的出现在全国引起了极大的反响,许多学校开始成立相应的课题组,并开始如火如荼的学习“学案教学法”,取得了一些阶段性的成果。本文试图通过调查问卷、访谈等形式深入了解二十五中学及本校师生对以导学案为载体的课堂教学模式的想法与态度。通过对问卷调查以及访谈结果的分析可以看出学校对以导学案为载体的组动争效课堂教学模式持肯定态度,鼓励并督促教师实施该课堂教学模式,旨在推进二十五中学的课堂教学趋于高效。学生对以导学案为载体的课堂教学模式比较喜欢,并能够通过自己的预习,课堂的展示,小组的讨论,教师的点拨等达到对知识点的掌握。大部分教师乐于实施该种教学模式,并在课堂教学过程中提高了学生的英语水平以及培养了学生的综合能力。本文试图通过教学实验来论证以导学案为载体的课堂教学模式对提高学生英语成绩及掌握能力的有效性和可行性。实验对象是营口市第二十五中学七年级两个班,分别为实验班、对照班各45名。实验前实验班、对照班初始的英语水平、男女比例和出身背景等方面都没有显著差异。在持续4个月的教学中,在实验班采取以导学案为载体的英语课堂教学模式,而在对照班则采取传统英语课堂教学模式。为了便于比较,在实验中期及末期对两个班级进行全区统一的两次大型考试。两次测验的结果均表明,以导学案为载体的英语课堂教学模式与传统英语教学模式相比,首先在英语成绩上,实验班的平均成绩明显高于对照班,这说明该种教学模式的确对学生的英语成绩有所提高；其次,实验班的学生课上的相互合作能力,探索交流能力,创新思维能力等的确高于对照班,这从学生的课堂表现及课后表现都可看出；另外,实验班的学生对英语学习方法的掌握,语言交流能力等都高于对照班,总之实验的结果的确证明以导学案为载体的英语课堂教学模式要比传统教学模式更加高效,值得推广。本文共分六章节,每章节的主要内容如下：第一章介绍了本论文的研究目的和意义。第二章是文献综述。该部分阐述了国内外的教学模式的研究及学案导学教学模式的实施背景。第三章是以营口市第二十五中学为例阐述如何构建以导学案为载体的课堂教学模式。第四章是具体的实验描述和方法。介绍了实验的详细步骤,即：如何实施以导学案为载体的课堂教学模式。第五章为实验结果和讨论。数据表明以导学案为载体的课堂教学模式与传统英语教学模式相比,能有效地提高学生们的英语成绩及掌握能力。第六章为结论,指出了本实验所存在的很多局限性以及有待于进一步研究和探索的方向。
[Abstract]:Since the 1990s, with the deepening of the teaching reform, the overall promotion of quality education has put forward new requirements for the classroom teaching. The traditional stuffing teaching mode is not able to meet the needs. Only by virtue of teachers' professors, students can not be fully grasped. On the students' side, the students do not know the old, but the students do not know the old. In 1997, in Jinhua, Zhejiang, the "learning case teaching method" was proposed for the first time. In 1997, the "study case" is a kind of teaching material for helping students to learn from the teaching case, and the method of teaching with the help of "study case" is called "study case teaching". The emergence of the "learning case teaching method" has aroused great repercussions in the whole country. Many schools have started to set up corresponding task groups and begin to study the "learning case teaching method" in full swing, and have achieved some stage results. This paper tries to understand the teachers and students of twenty-five middle schools and our school through questionnaires and interviews. Through the analysis of the questionnaire survey and the interview results, we can see that the school has a positive attitude towards the group dynamic teaching model, which is the carrier of the guide case, and encourages and urged the teachers to implement the classroom teaching mode, which aims to promote the high efficiency of the classroom teaching in the twenty-five middle schools. Students are more interested in the classroom teaching mode with the guidance case as the carrier, and can master the knowledge points through their own preview, the display of the class, the discussion of the group, the teachers' points and so on. Most of the teachers are willing to implement the teaching mode, and improve the students' English level and cultivate the students in the course of classroom teaching. This paper tries to demonstrate the effectiveness and feasibility of the classroom teaching model, which is the carrier of the guidance case, to improve students' English performance and mastery through teaching experiments. The experiment object is two classes in grade seven of Yingkou twenty-fifth middle school, the experimental class and the control class each, each of the control class, and the pre experiment class and the control class. There is no significant difference in the English level, the proportion of men and women and the background of their origin. In the 4 months of teaching, the English classroom teaching model is adopted in the experimental class, while the traditional English classroom teaching mode is adopted in the control class. In order to compare, the two classes are unified in the middle and the end of the test. The results of the two test. The results of the two test showed that the English classroom teaching model, with the guidance case as the carrier, compared with the traditional English teaching model. First, the average performance of the experimental class was obviously higher than the control class in English, which indicated that the teaching model did improve the students' English performance; secondly, the experimental class was in the experimental class. The students' ability to cooperate with each other, the ability to explore communication, and the ability of creative thinking are really higher than those of the control class, which can be seen from the students' performance in class and after class. In addition, the students in the experimental class have higher proficiency in English learning and language communication than the control class. In conclusion, the results of the experiment are confirmed by the guidance case. The English classroom teaching mode of the carrier is more efficient and worth popularizing than the traditional teaching model. This article is divided into six chapters. The main contents of each chapter are as follows: the first chapter introduces the purpose and significance of the research in this paper. The second chapter is a literature review. This part expounds the study of teaching mode at home and abroad and the actual teaching mode of learning case guidance. The third chapter takes the twenty-fifth middle school in Yingkou as an example to explain how to construct the classroom teaching mode with the guidance case as the carrier. The fourth chapter is the specific experimental description and method. The detailed steps of the experiment are introduced, that is, how to implement the classroom teaching mode with the guidance case as the carrier. The fifth chapter is the experimental results and discussion. Compared with the traditional English teaching model, the classroom teaching mode with the guidance case as the carrier can effectively improve the students' English performance and master ability. The sixth chapter is the conclusion, pointing out the limitations of the experiment and the direction for further research and exploration.

【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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