生态课堂理念下初中英语教学的实证研究

发布时间：2018-06-30 22:01

本文选题：初中英语教学 + 生态课堂　；参考：《贵州师范大学》2015年硕士论文

【摘要】：本文基于生态课堂教学、生态课堂教学理论和英语教学的相关理论、针对初中英语教学的现状及影响学生英语学习的因素,探索了如何训练学生在生态课堂理论下进行英语学习,解决研究问题:1、生态化课堂教学是否能提高初中生的英语水平?2、如能提高其英语水平,两班学生(实验班和对照班)哪一班学生在训练后取得的进步最大?3、初中英语课堂上的学习训练能否提高初中学生的英语学习观?实验中的研究对象是贵州省贵阳市白云区第一中学七年级的两个平行班。实验班接受一学期的基于生态课堂理念下训练的英语教学,对照班则仍按传统的方式进行英语教学。本研究在训练过程中向实验班学生说明了所使用生态课堂理念的特点及意义,把策略训练与日常的英语教学练习及教材相结合。研究工具为问卷和测试(前测和后测试卷)。实验后收集问卷调查和测试数据并进行对比分析。此外,笔者运用具体的案例分析展示了训练模式,丰富了实验的内容.本研究有以下有价值和有意义的发现:1、生态课堂教学训练在英语教学中的运用能够有效提高学生英语水平和学习意识,并提高了他们的英语学习兴趣。2、相对于实验班和对照班的学生而言,实验班的学生更能在接受生态课堂教学训练后获得更大的提高。3、初中英语生态课堂教学的运用受到各种因素的影响,因此教师全面考虑影响学习者掌握和学习训练的多种因素,更加科学地指导教学。本研究仍存在以下局限性:首先是研究的面还不够广,时间还不够长;其次,在生态课堂教学训练过程中,笔者有时会因过于强调策略的学习而忽视了学生基础知识的掌握,导致学习效果不佳。最后,由于学生成绩和个体差异的不同,因此每个人的策略运用也将不同,在这方面笔者还应更深入的了解,以便指导学生更恰当、更合理地运用生态课堂教学。虽然在研究中还存在着一定局限性和困难,但其前景应该是乐观的。
[Abstract]:Based on the ecological classroom teaching, the ecological classroom teaching theory and the related theories of English teaching, this paper aims at the present situation of English teaching in junior high school and the factors influencing students' English learning. This paper explores how to train students to study English in the ecological classroom theory, solve the research question: 1, whether ecological classroom teaching can improve the junior high school students' English proficiency, if they can improve their English proficiency. Which of the two classes (the experimental class and the control class) has made the most progress after training? can the learning training in junior middle school English classroom improve the students' outlook on learning English? The subjects of the experiment are two parallel classes in Grade 7 of No.1 Middle School in Baiyun District, Guiyang City, Guizhou Province. The experimental class accepts English teaching based on the ecological classroom concept for one semester, while the control class still carries out English teaching in the traditional way. In the course of training, this study explained to the experimental class the characteristics and significance of the ecological classroom concept used, and combined the strategy training with the daily English teaching practice and teaching materials. The research tools are questionnaire and test (pre test and post test). After the experiment, the questionnaire and test data were collected and compared. In addition, the author shows the training mode with specific case analysis, which enriches the content of the experiment. This study has the following valuable and meaningful findings: 1. The application of ecological classroom teaching training in English teaching can effectively improve students' English proficiency and learning consciousness. They also increased their interest in English learning. 2, compared with the students in the experimental class and the control class, The students in the experimental class can get greater improvement after receiving ecological classroom teaching training. The use of ecological classroom teaching in junior middle school is affected by various factors. Therefore, teachers consider all kinds of factors that affect learners' mastery and learning training. Guide teaching more scientifically. This study still has the following limitations: firstly, the scope of the study is not wide enough and the time is not long enough; secondly, in the process of ecological classroom teaching and training, the author sometimes neglects the mastery of students' basic knowledge because of too much emphasis on learning strategies. Results in poor learning. Finally, because of the difference of students' achievement and individual difference, each person's strategy use will also be different, in this aspect the author should also have a deeper understanding, in order to guide the students more appropriate, more reasonable use of ecological classroom teaching. Although there are still some limitations and difficulties in the study, its prospects should be optimistic.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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