任务型和3P教学法在初中英语语法教学中融合的实证研究
发布时间：2018-10-26 17:52
【摘要】：语法教学在初中英语教学领域,一直是一个饱受争议的话题。“老师怎么教,学生怎么学”,多年来许多学者围绕着初中英语语法学与教的话题都进行过自己的研究。长期以来,初中英语语法教学中“费时低效”的问题更是令人深思。任务型教学法和3P教学法作为广泛应用的教学方法,有着各自的优点和缺点。随着《全日制义务教育普通初级中学英语课程标准》的实施,任务型教学模式是目前我国外语教学改革的热点。3P教学法,作为传统教学法的代表仍然在许多学校沿用,被许多老师追捧。本文以两种教学方法为基础,尝试着将任务型教学法和3P教学法进行融合,主要将任务型教学法中的任务设计和实施引入到3P教学模式中,以3P教学模式为框架引导学生完成各阶段的任务。在为期十四周的时间里,笔者对安徽省六安市裕安中学七年级的学生进行了调查并应用新的教学模式进行了实验,旨在调查初中英语语法课堂中将任务型教学法与3P教学法相结合的可行性。具体地,将回答如下两个问题:1)任务型和3P教学法的融合是否能促进学生语法知识的掌握,也就是说这种融合是否能促进学生学业成绩的提高?2)任务型和3P教学法的融合能否促进学生对语法学习观念和态度的改变,提高学生学习语法的积极性。笔者采用实证研究的方法,通过问卷调查、实验组和控制组测试以及访谈了解学生的语法学习状况,包括其学习成绩,学习态度,学习策略。笔者选择了110名学生作为实验的对象,将所有的学生分为两组:实验组和对照组。实验将持续十四周,第一周实施前测,旨在证明两组学生在英语能力方面差别不大。从第二周到第十三周,所有的学生将接受十二个单元的教学,每个单元持续一周。此后,他们将进行为期一周的复习并进行后测。在整个实验过程中,实验组将被施以任务法和3P法的融合教学,而对照组的学生将被施以传统3P教学。所有的数据都来源两个组学生的真实情况。实验组在前后测实验中平均得分分别为72.7和80.1,对照组在前后测实验中平均得分分别为72.3和73.6。实验组经过十四周实验,在学业成绩上取得明显进步,而对照组却没有明显改观。同时,笔者在实验之后,对两组学生进行了问卷调查,问卷采用五级量表的形式,实验组和对照组的平均得分分别为86.2和63.1,由此看出,实验组对语法学习的态度和观念也发生明显转变。通过本实证研究,作者最终得出结论:任务型和3P的融合教学法在初中英语语法教学中具有可行性,因为它不仅能够促进学生学业成绩的提高,而且能促进学生对语法学习态度和观念的转变,有助于其改善学习策略,刺激语法学习的积极性。
[Abstract]:Grammar teaching has always been a controversial topic in the field of English teaching in junior high schools. Over the years, many scholars have conducted their own research on the topic of English grammar and teaching in junior high school. For a long time, the problem of "time-consuming and inefficient" in English grammar teaching in junior high school is even more thought-provoking. As a widely used teaching method, task-based teaching method and 3 P teaching method have their own advantages and disadvantages. With the implementation of the English Curriculum Standard for Full-time compulsory Education ordinary Junior Middle School, the task-based teaching model is a hot topic in the foreign language teaching reform in our country. As the representative of traditional teaching methods, 3P teaching method is still used in many schools. Be sought after by many teachers. Based on the two teaching methods, this paper tries to integrate the task-based teaching method and the 3P teaching method, and mainly introduces the task design and implementation of the task-based teaching method into the 3P teaching mode. Take the 3 P teaching mode as the frame to guide the students to complete the tasks in each stage. During a period of 14 weeks, the author conducted an investigation on the seventh grade students of Yu'an Middle School in Lu'an City, Anhui Province, and applied the new teaching model to the experiment. The purpose of this paper is to investigate the feasibility of combining the Task-based approach and the 3P approach in the grammar classroom of junior high school. Specifically, the following two questions will be answered: 1) whether the integration of task-based and 3P teaching methods can promote students' knowledge of grammar, That is to say, can this kind of integration promote the improvement of students' academic achievement? 2) can the integration of task-based and 3P teaching methods promote the change of students' attitudes and attitudes towards grammar learning and improve their enthusiasm for grammar learning? The author adopts the method of empirical research to investigate the students' grammar learning status including their learning achievement learning attitude and learning strategies through questionnaire survey test and interview of the experimental group and control group. 110 students were selected as the subjects of the experiment. All the students were divided into two groups: experimental group and control group. The experiment will last 14 weeks, the first week of pre-test, designed to prove that the two groups of students in English proficiency differences. From the second week to the thirteenth week, all students will be taught in twelve units for one week each. Thereafter, they will undergo a week-long review and post-test. In the whole course of the experiment, the experimental group will be taught by the combination of task method and 3P method, while the students of the control group will be given traditional 3P teaching. All the data were derived from the actual situation of the two groups of students. The average scores of the experimental group were 72.7 and 80.1, respectively, and the average scores of the control group were 72.3 and 73.6 respectively. After 14 weeks of experiment, the experimental group made significant progress in academic performance, while the control group did not. At the same time, after the experiment, the author conducted a questionnaire survey on the two groups of students. The questionnaire was in the form of a five-level scale. The average scores of the experimental group and the control group were 86.2 and 63.1, respectively. The attitude and concept of grammar learning in the experimental group also changed obviously. Through this empirical study, the author concludes that the Task-based and 3P approach is feasible in junior high school English grammar teaching, because it can not only promote the improvement of students' academic achievement. Moreover, it can promote the change of students' attitude to grammar learning and help them to improve their learning strategies and stimulate their enthusiasm in grammar learning.
【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
本文编号：2296506
[Abstract]:Grammar teaching has always been a controversial topic in the field of English teaching in junior high schools. Over the years, many scholars have conducted their own research on the topic of English grammar and teaching in junior high school. For a long time, the problem of "time-consuming and inefficient" in English grammar teaching in junior high school is even more thought-provoking. As a widely used teaching method, task-based teaching method and 3 P teaching method have their own advantages and disadvantages. With the implementation of the English Curriculum Standard for Full-time compulsory Education ordinary Junior Middle School, the task-based teaching model is a hot topic in the foreign language teaching reform in our country. As the representative of traditional teaching methods, 3P teaching method is still used in many schools. Be sought after by many teachers. Based on the two teaching methods, this paper tries to integrate the task-based teaching method and the 3P teaching method, and mainly introduces the task design and implementation of the task-based teaching method into the 3P teaching mode. Take the 3 P teaching mode as the frame to guide the students to complete the tasks in each stage. During a period of 14 weeks, the author conducted an investigation on the seventh grade students of Yu'an Middle School in Lu'an City, Anhui Province, and applied the new teaching model to the experiment. The purpose of this paper is to investigate the feasibility of combining the Task-based approach and the 3P approach in the grammar classroom of junior high school. Specifically, the following two questions will be answered: 1) whether the integration of task-based and 3P teaching methods can promote students' knowledge of grammar, That is to say, can this kind of integration promote the improvement of students' academic achievement? 2) can the integration of task-based and 3P teaching methods promote the change of students' attitudes and attitudes towards grammar learning and improve their enthusiasm for grammar learning? The author adopts the method of empirical research to investigate the students' grammar learning status including their learning achievement learning attitude and learning strategies through questionnaire survey test and interview of the experimental group and control group. 110 students were selected as the subjects of the experiment. All the students were divided into two groups: experimental group and control group. The experiment will last 14 weeks, the first week of pre-test, designed to prove that the two groups of students in English proficiency differences. From the second week to the thirteenth week, all students will be taught in twelve units for one week each. Thereafter, they will undergo a week-long review and post-test. In the whole course of the experiment, the experimental group will be taught by the combination of task method and 3P method, while the students of the control group will be given traditional 3P teaching. All the data were derived from the actual situation of the two groups of students. The average scores of the experimental group were 72.7 and 80.1, respectively, and the average scores of the control group were 72.3 and 73.6 respectively. After 14 weeks of experiment, the experimental group made significant progress in academic performance, while the control group did not. At the same time, after the experiment, the author conducted a questionnaire survey on the two groups of students. The questionnaire was in the form of a five-level scale. The average scores of the experimental group and the control group were 86.2 and 63.1, respectively. The attitude and concept of grammar learning in the experimental group also changed obviously. Through this empirical study, the author concludes that the Task-based and 3P approach is feasible in junior high school English grammar teaching, because it can not only promote the improvement of students' academic achievement. Moreover, it can promote the change of students' attitude to grammar learning and help them to improve their learning strategies and stimulate their enthusiasm in grammar learning.
【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
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相关期刊论文 前2条
1 刘丽;;3P教学法的发展历史及其在英语教学中的地位[J];通化师范学院学报;2012年03期
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