支架教学法在初中语法课堂的应用研究

发布时间：2018-05-10 11:12

本文选题：支架理论 + 建构主义学习理论　；参考：《延安大学》2015年硕士论文

【摘要】：语法教学的地位以及重要性一直备受关注。在中学阶段英语学习的考察方式主要体现在以语法为基础的单项选择和相关写作和阅读题型。对于很多中学生而言,语法知识掌握的牢固与否直接关系到英语成绩的高低。面对纷繁冗杂的语法点,教师如何在新课标的指导下发挥学生的主观能动性,引导学生学习语法规则进而总结并灵活运用语法知识是本论文的出发点。首先,论文阐述了研究背景和意义。其次,介绍了支架理论在国内外的研究现状,进一步解释支架理论的核心内容即:通过利用情境、协作、会话等方式使学生建构新知识。以全新视角解读语法教学与支架理论结合的可行性。在实验前,笔者选取无显著性差异的两个班级进行了为期三个月的实证研究。在实验班中将支架教学法运用在语法课堂,在对照班仍然运用传统的3p教学,通过详细阐述具体课例并分析,得出结论:即支架教学法对于中学生的语法学习有促进作用。最后,笔者结合自己的教学试验得出,对于支架式语法教学的启示和建议即:预设课堂问题;注重学生参与;创建丰富情境;研读教材教法。值得注意的是,由于支架理论在语法教学的运用仍不够广泛,教师在进行教学设计中,更应该在课堂活动的设计上深入思考,力求在不同环节上体现支架教学的理念,做到以学生为中心,从实际出发,理论结合实践。希望本实验对于语法教学有一定的借鉴和参考作用。
[Abstract]:The position and importance of grammar teaching have always been concerned. The investigation of English learning in middle school is mainly embodied in grammatical-based monographic selection and related writing and reading questions. For many middle school students, the mastery of grammar knowledge is directly related to English achievement. In the face of various grammatical points, it is the starting point of this thesis that how to give full play to students' subjective initiative under the guidance of the new curriculum standard, and guide students to learn grammar rules and then sum up and apply grammar knowledge flexibly. First of all, the paper expounds the background and significance of the research. Secondly, this paper introduces the current research situation of scaffold theory at home and abroad, and further explains the core content of scaffold theory: making students construct new knowledge by using situation, cooperation, conversation and so on. The feasibility of combining grammar teaching with scaffold theory is interpreted from a new perspective. Before the experiment, the author conducted a three-month empirical study in two classes with no significant difference. In the experimental class, the scaffold teaching method is used in the grammar class, and the traditional 3p teaching method is still used in the control class. By expounding the concrete lesson examples and analyzing in detail, it is concluded that the scaffold teaching method can promote the grammar learning of the middle school students. Finally, combining with my own teaching experiment, the author concludes that the inspiration and suggestions for scaffolding grammar teaching are: preset classroom problems; pay attention to students' participation; create rich situation; study teaching methods of reading materials. It is worth noting that because the scaffolding theory is still not widely used in grammar teaching, teachers should think deeply about the design of classroom activities in order to embody the concept of scaffolding teaching in different links. Do take the student as the center, proceed from the reality, combine the theory with practice. I hope this experiment can be used for reference in grammar teaching.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【共引文献】