中职学校英语语音教学中游戏的运用研究

发布时间：2018-06-10 12:43

本文选题：游戏教学法 + 英语语音教学　；参考：《湖南师范大学》2015年硕士论文

【摘要】：随着社会的不断发展,英语已经成为非常重要和常用的交流工具。同时英语也就成为越来越多幼儿园的必修课,幼师能够上英语课也成为了一种社会需求。尽管幼儿园阶段的英语教学只是让孩子对英语有基本的感知和简单的词汇表达,并不要求孩子有太多的、复杂的英语技能,但这也要求幼师必须有一定的英语水平和良好的英语语音基础。但由于现在幼儿园的幼师普遍英语水平偏低,大部分中职幼师达不到要求,因此培养出有一定的英语水平和良好的英语语音基础的中职幼师已经成为了一个社会需求。但现实却是,中职学前教育专业的学生虽然两年的时间都在学英语,但他们的英语水平却一直没有提高,特别是英语语音水平根本不能适应幼儿园的英语教学,而造成这种现象的根本原因就是,传统的英语语音教学不能激发学生学习的兴趣。因此,本研究旨在通过在中职英语语音教学中加入游戏这个环节来增强学生学习英语语音的兴趣,提高学生学习英语语音的效率。本论文所呈现的是将游戏运用于中职英语语音教学以检测其效度的实证研究。本次实证研究以建构主义学习理论和行为主义学习理为指导,进行为期10周的教育实验。该实验主要解决了以下问题：1.将游戏运用于中职英语语音教学如何影响学生的英语语音学习成绩?2.将游戏运用于中职英语语音教学如何影响学生学习英语的态度?为了解决上述问题,实验者应用了实证研究的方法。实验工具如下：一份调查问卷、一份教学实验前英语语音能力测试试卷、一份教学实验后英语语音能力测试试卷和五个用来对学生进行访谈的问题。在实验中,笔者对实验班和对照班都进行问卷调查、前测和后测,并收集了数据,用SPSS 20.0对其进行了分析,后测之后还对32位学生进行了访谈,并对访谈结果进行了分析。实验班有50名同学,控制班有47名同学,受试者均来自于湘南幼儿师范高等专科学校的中专学前教育专业。实验结果如下：与对照班相比,实验班的英语语音水平有了较大提升,对英语学习的态度也有了很大转变。实验结果证实了实验前的假设：(1)将游戏运用于中职英语语音教学可以增强学生学习英语语音的兴趣,提高学生学习英语语音的效果；(2)将游戏运用于中职英语语音教学可以增强中职学生英语学习的兴趣。通过实验也证明了研究者在教学实践中总结出的关于游戏在中职英语语音教学中的运用规则以及游戏与英语语音教学相结合的教学模式是可行的和有效的。
[Abstract]:With the development of society, English has become a very important and commonly used communication tool. At the same time, English has become a compulsory course in more and more kindergartens. Although kindergarten English teaching only allows children to have a basic sense of English and simple vocabulary expressions, it does not require children to have too many, complex English skills. But this also requires kindergarten teachers to have a certain level of English and good English pronunciation. However, because the kindergarten teachers' English level is on the low side and most of the secondary vocational school teachers can not meet the requirements, it has become a social demand to cultivate the kindergarten teachers who have a certain English level and a good English phonetic basis. However, the reality is that students majoring in pre-school education in secondary vocational schools have been learning English for two years, but their English proficiency has not been improved. In particular, the English pronunciation level has not been able to adapt to kindergarten English teaching at all. The root cause of this phenomenon is that traditional English pronunciation teaching can not arouse students' interest in learning. Therefore, the purpose of this study is to enhance students' interest in learning English pronunciation and improve the efficiency of learning English pronunciation by adding games to the teaching of English pronunciation in secondary vocational schools. This thesis presents an empirical study on the use of games in vocational English phonetic teaching to test its validity. Under the guidance of constructivist learning theory and behaviorist learning theory, this empirical study conducted a 10-week educational experiment. The experiment mainly solves the following problem: 1. How to apply the Game to English Phonetics Teaching in Secondary Vocational School how to affect students' English Phonetics Learning Achievement? 2. How does the application of games in English phonetics teaching in vocational schools affect students' attitude towards learning English? In order to solve the above problem, the experimenter applied the method of empirical research. The experimental tools are as follows: a questionnaire, a test paper of English phonetic ability before teaching experiment, a test paper of English pronunciation ability after teaching experiment and five questions used to interview students. In the experiment, the author carries on the questionnaire survey, the pre-test and the post-test to the experimental class and the control class, and collects the data, carries on the analysis with SPSS 20.0, after the post-test also carries on the interview to 32 students, and has carried on the analysis to the interview result. There were 50 students in the experimental class and 47 in the control class. The results are as follows: compared with the control class, the English phonetic level of the experimental class has been greatly improved, and the attitude towards English learning has changed greatly. The results of the experiment confirmed that the preexperimental hypothesis: 1) applying games to secondary vocational English pronunciation teaching can enhance students' interest in learning English pronunciation. The application of games to English pronunciation teaching in secondary vocational schools can enhance students' interest in English learning. The experiment also proves that the application rules of game in English phonetics teaching and the teaching mode of combining games with English phonetic teaching are feasible and effective.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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