高中英语阅读教学中文化渗透的教学设计案例分析
发布时间：2018-09-03 17:30
【摘要】：语言是人类沟通与交流的一种最重要的工具,也是人类从事社会活动不可或缺的因素。语言和文化有着相辅相成的密切联系。2003年颁布的《普通高中英语课程标准》明确把培养学生的文化意识作为英语教学的五项基本目标之一并提出文化意识应该包括文化知识、文化理解、跨文化交际意识和能力。 本文是以一节高中英语阅读文化渗透课教学设计案例为切入点,以问卷的形式对高一七十七名学生和八位高中英语老师进行文化教学现状调查。此问卷设计为十道客观题和二道主观题。基于四条文化教学原则,即整体性原则、差异性原则、实用性原则和趣味性原则,作者设计一节四十五分钟的英语文化渗透课。另外,作者又对听课的一名指导教师进行访谈,旨在了解指导教师对该课程设计的反馈。 本文采用问卷、访谈及个人实际授课案例相结合的研究方法探究新课标背景下高中英语教学文化渗透的现状及如何进行文化渗透的教学设计。通过对问卷结果的分析,阐明高中英语教师文化教学施行欠缺及学生对英语文化关注度偏低。通过分析和反思自身的实际授课案例,试图为高中英语阅读中的文化教学提供可行性建议。
[Abstract]:Language is not only one of the most important tools for human communication, but also an indispensable factor for human being to engage in social activities. Language and culture are closely related to each other. The English Curriculum Standard of General Senior High School promulgated in 2003 explicitly regards the cultivation of students' cultural consciousness as one of the five basic goals of English teaching and puts forward that cultural awareness should include cultural knowledge. Cultural understanding, cross-cultural communication awareness and ability. This paper is based on a teaching design case of high school English reading culture permeation course. The present situation of culture teaching is investigated by questionnaire among 177 senior high school students and eight senior high school English teachers. This questionnaire is designed for ten objective questions and two subjective questions. Based on the four principles of cultural teaching, namely, the principle of wholeness, the principle of difference, the principle of practicability and the principle of interest, the author designs a 45 minute English culture permeation course. In addition, the author interviews a teacher who attends the course in order to understand the feedback of the instructor on the design of the curriculum. This paper explores the present situation of cultural penetration of English teaching in senior high school under the background of the new curriculum standard and how to design the teaching method of cultural penetration by means of questionnaire, interviews and individual practical teaching cases. Through the analysis of the results of the questionnaire, the author points out that the culture teaching of English teachers in senior high school is deficient and the students pay less attention to English culture. By analyzing and reflecting on the actual teaching cases, this paper tries to provide some feasible suggestions for the culture teaching in English reading in senior high school.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2220682
[Abstract]:Language is not only one of the most important tools for human communication, but also an indispensable factor for human being to engage in social activities. Language and culture are closely related to each other. The English Curriculum Standard of General Senior High School promulgated in 2003 explicitly regards the cultivation of students' cultural consciousness as one of the five basic goals of English teaching and puts forward that cultural awareness should include cultural knowledge. Cultural understanding, cross-cultural communication awareness and ability. This paper is based on a teaching design case of high school English reading culture permeation course. The present situation of culture teaching is investigated by questionnaire among 177 senior high school students and eight senior high school English teachers. This questionnaire is designed for ten objective questions and two subjective questions. Based on the four principles of cultural teaching, namely, the principle of wholeness, the principle of difference, the principle of practicability and the principle of interest, the author designs a 45 minute English culture permeation course. In addition, the author interviews a teacher who attends the course in order to understand the feedback of the instructor on the design of the curriculum. This paper explores the present situation of cultural penetration of English teaching in senior high school under the background of the new curriculum standard and how to design the teaching method of cultural penetration by means of questionnaire, interviews and individual practical teaching cases. Through the analysis of the results of the questionnaire, the author points out that the culture teaching of English teachers in senior high school is deficient and the students pay less attention to English culture. By analyzing and reflecting on the actual teaching cases, this paper tries to provide some feasible suggestions for the culture teaching in English reading in senior high school.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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