支架式教学在初中英语听力教学中的应用研究

发布时间：2018-05-10 09:31

本文选题：支架式教学模式 + 中学英语　；参考：《内蒙古师范大学》2015年硕士论文

【摘要】：听力作为外语学习的五项基本技能之一,在二语习得中有重要意义。尤其在2011年颁布的《新课标》中提出,现阶段初中英语的教学目标是培养中学生的综合应用语言的能力,特别是听说能力。这就需要广大外语一线教师及外语学习者寻找摸索一套切实可行有效的方法来提高外语听说能力的效率,然而传统的听说教学方法很难有效提高学生的听力学习的效率。支架式教学,其教学理论思想源自于前苏联心理教育学家维果斯基的“最近发展区”,借用建筑行业中经常使用的“脚手架”作为支架式教学概念的生动形象的比喻,其实质就是在学习过程中找到“脚手架”。此教学方式主要是在教学过程中为学生提供背景知识,激发学生学习兴趣,引导学生独立解决问题,培养学生自主学习能力,实现对知识自主构建。笔者尝试着将支架式教学方法应用到初中听力的课堂中,进行了为期近两个月的教学实验,实验对象为大同市某中学初三年级的两个班级,在实验之前进行调查问卷和前测,其中调查问卷收集的数据用软件EXCEL进行分析,前测收集的数据用软件SPSS进行了分析,通过对调查问卷的分析,其结果表明两个班在实验前听力普遍存在相似的困难,而且两个班的学生之前几乎都对支架式教学法一无所知。而前测的数据分析表明,两个班在实验前,听力水平相当,没有差异。之后随机抽取一个班为实验班,另一个班级则为对照班,在试验过程中,实验班采取支架式教学法进行听力教学,而对照班仍然使用之前的教学方法,试验后两个班同时进行了后测。并且对实验班的学生就支架式教学法进行访谈。实验结果表明,试验班与对照班较试验前都有进步,然而,与对照班相比,试验班的进步的程度明显大一些。这就表明该教学方法在初中听力教学中是有效的,而且在访谈中,能够得出新的教学法能够激发学生的听力兴趣。
[Abstract]:As one of the five basic foreign language learning skills, listening plays an important role in second language acquisition. Especially in the "New Curriculum Standard" issued in 2011, the goal of junior high school English teaching at present is to cultivate the students' ability of comprehensive application of language, especially the ability of listening and speaking. This requires many foreign language teachers and foreign language learners to explore a set of practical and effective ways to improve the efficiency of foreign language listening and speaking ability. However, traditional listening and speaking teaching methods are difficult to effectively improve the efficiency of students' listening learning. The teaching theory of scaffold teaching originated from the former Soviet psychological educationist Vygoski's "proximal development zone", and used "scaffolding", which is often used in the construction industry, as a vivid figurative of the concept of scaffolding teaching. Its essence is to find "scaffolding" in the process of learning. This teaching method mainly aims at providing students with background knowledge, arousing students' interest in learning, guiding students to solve problems independently, cultivating students' ability of autonomous learning and realizing the autonomous construction of knowledge. The author tried to apply the scaffolding teaching method to the listening classroom of junior high school, and carried out the teaching experiment for nearly two months. The subjects were two classes in the third grade of a middle school in Datong city. The questionnaire and pre-test were carried out before the experiment. The data collected from the questionnaire was analyzed by software EXCEL, and the data collected by pre-test was analyzed by the software SPSS. The results of the questionnaire analysis showed that the two classes generally had similar difficulties in hearing before the experiment. And the students in both classes knew little about the scaffolding approach before. The pre-test data analysis showed that the two classes before the experiment, the listening level is similar, there is no difference. Then one class was randomly selected as the experimental class and the other class as the control class. In the course of the experiment, the experimental class adopted the scaffold teaching method for listening teaching, while the control class still used the previous teaching method. After the experiment, the two classes carried out the post-test at the same time. The students in the experimental class were interviewed about the scaffolding teaching method. The experimental results show that both the experimental class and the control class are better than before, however, compared with the control class, the experimental class has a greater degree of progress. This shows that the teaching method is effective in junior high school listening teaching, and in interviews, the new teaching method can stimulate students' interest in listening.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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