高中英语情感态度与价值观课程目标落实的调查研究
发布时间：2018-10-30 19:59
【摘要】：随着国家教育部2011年颁布的《普通高中英语课程标准》(实验稿)的公布,高中新课程标准再次强调了课程目标,尤其是要求致力于帮助学生提高综合人文素养,使学生形成正确的世界观、人生观和价值观等。而人文素养主要通过知识与技能、过程与方法、情感与价值观三个方面进行培养。本人选择“高中英语情感态度与价值观课程目标落实的调查研究”作为课题,具有一定的现实意义。本文以新课程目标中的情感态度与价值观目标为依据,通过对河北省邢台市部分高中教师、学生以及教学主管校长进行问卷调查和访谈,对在教学过程中情感态度与价值观课程目标落实的现状及存在的问题进行研究和分析,去探索改善高中教学中存在的只重视知识的传授而忽略情感态度与价值观培养的方法,从而让学生在获得基础知识与基本技能的同时学会学习以及形成正确的价值观.本论文具体分六部分:第一部分,绪论。介绍问题的提出、研究意义、相关研究综述、研究的目的和内容、研究的思路和方法以及研究的创新点。第二部分,相关理论概述。本部分首先对课题中的相关概念进行了界定,并概述了新课标中规定的情感态度价值观目标的构成和内容。第三部分,高中英语情感态度与价值观课程目标落实的现状调查及结果分析。本部分包括了研究方案的设计—以河北省邢台市的部分教师和学生为主要调查对象,通过问卷调查法和访谈法,针对高中英语教学中情感态度与价值观课程目标落实现状以及阻碍该目标落实的因素进行调查分析。第四部分,高中英语教学中情感态度与价值观课程目标落实中存在的问题及原因分析。存在的问题主要有:1.情感态度与价值观课程目标在教学过程中没有落实;2.教师不重视对情感态度与价值观课程目标的落实;3.教师对情感态度与价值观课程目标的认识片面。造成这一现状的原因主要是:1.教师的综合素质;2.高考的压力;3.评价机制的制约;4.领导的教学理念5.家长的教育理念。第五部分,落实高中英语教学中情感态度与价值观课程目标的策略。根据调查中存在的问题以及对造成的原因进行分析,主要从三方面提出了相应的解决策略。1.加强师资队伍建设,促进情感态度与价值观课程目标的落实:(1)提高教师的专业文化素质,与新课标同步发展;(2)建立民主、平等、和谐的师生关系;(3)挖掘教材内容中的情感因素,培养学生积极情感态度和价值观。2.完善多元化评价机制,增强情感态度与价值观课程目标的落实:(1)注重学生为主体,尊重个体差异;(2)注重形成性评价,促进学生发展;(3)注重参与互动,自评与他评相结合,实现评价多元化。3.营造良好的氛围,保障情感态度与价值观课程目标的落实:(1)领导的支持;(2)家长的支持;(3)校园文化建设。第六部分,结语。总结本次研究的结果及需要改进之处,为今后的教学确定努力方向。
[Abstract]:With the release of the English Curriculum Standard of General Senior High School (the experimental draft) issued by the Ministry of Education in 2011, the new curriculum standard of high school re-emphasizes the curriculum objectives, especially the requirement to help students improve their comprehensive humanistic literacy. Enable students to form a correct world outlook, outlook on life and values, etc. Humanistic literacy is mainly cultivated in three aspects: knowledge and skill, process and method, emotion and value. It is of practical significance for me to choose "investigation and Research on the implementation of the Curriculum goals of emotional attitude and values in Senior High School" as my subject. Based on the emotional attitude and values goal of the new curriculum, this paper surveys and interviews some senior high school teachers, students and principals in Xingtai, Hebei Province. This paper studies and analyzes the present situation and existing problems of the implementation of emotional attitude and values in the course of teaching, and explores the ways to improve the teaching of senior high school by only paying attention to the imparting of knowledge and neglecting the cultivation of emotional attitude and values. So that students can acquire basic knowledge and skills while learning and forming correct values. This paper is divided into six parts: the first part, introduction. This paper introduces the questions, significance of research, summary of relevant research, purpose and content of the research, ideas and methods of the research and the innovation of the research. The second part is an overview of relevant theories. This part first defines the related concepts in the subject, and outlines the composition and content of the goal of emotional attitude and values stipulated in the new curriculum. The third part, the present situation investigation and result analysis on the implementation of emotional attitude and values curriculum in senior high school. This part includes the design of the research program-taking some teachers and students in Xingtai City, Hebei Province as the main objects of investigation, through the method of questionnaire and interview, This paper investigates and analyzes the current situation of the implementation of emotional attitude and values curriculum goals in senior high school English teaching and the factors hindering the implementation of this goal. The fourth part analyzes the problems and causes in the implementation of emotional attitude and values curriculum goals in senior high school English teaching. The main problems are: 1. Emotional attitude and values curriculum goals in the teaching process has not been implemented; 2. Teachers do not attach importance to the implementation of emotional attitudes and values curriculum goals; 3. Teachers have a one-sided understanding of the curriculum objectives of emotional attitudes and values. The main reasons for this situation are: 1. The comprehensive quality of teachers; 2. The pressure of the college entrance examination. The restriction of evaluation mechanism; 4. The teaching idea of leadership 5. Parents' educational ideas. The fifth part, carries out the high school English teaching emotion attitude and the values curriculum goal strategy. According to the problems existing in the investigation and the analysis of the causes, the corresponding solutions are put forward from three aspects. 1. Strengthen the construction of teachers, promote the implementation of emotional attitude and values curriculum goals: (1) improve teachers' professional and cultural quality, and develop with the new curriculum standards; (2) establish a democratic, equal, harmonious relationship between teachers and students; (3) excavate the emotion factor in the teaching material content, train the student positive emotion attitude and value. 2. Improve the pluralistic evaluation mechanism, strengthen the implementation of emotional attitude and values curriculum objectives: (1) pay attention to students as the main body, respect individual differences, (2) pay attention to formative evaluation, promote the development of students; (3) pay attention to participating in interaction, combine self-assessment with other evaluation, realize the diversification of evaluation. 3. To create a good atmosphere to ensure the implementation of emotional attitudes and values curriculum objectives: (1) leadership support; (2) parental support; (3) campus culture construction. The sixth part, conclusion. Summing up the results of this study and the need for improvement, to determine the direction of future teaching.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2301024
[Abstract]:With the release of the English Curriculum Standard of General Senior High School (the experimental draft) issued by the Ministry of Education in 2011, the new curriculum standard of high school re-emphasizes the curriculum objectives, especially the requirement to help students improve their comprehensive humanistic literacy. Enable students to form a correct world outlook, outlook on life and values, etc. Humanistic literacy is mainly cultivated in three aspects: knowledge and skill, process and method, emotion and value. It is of practical significance for me to choose "investigation and Research on the implementation of the Curriculum goals of emotional attitude and values in Senior High School" as my subject. Based on the emotional attitude and values goal of the new curriculum, this paper surveys and interviews some senior high school teachers, students and principals in Xingtai, Hebei Province. This paper studies and analyzes the present situation and existing problems of the implementation of emotional attitude and values in the course of teaching, and explores the ways to improve the teaching of senior high school by only paying attention to the imparting of knowledge and neglecting the cultivation of emotional attitude and values. So that students can acquire basic knowledge and skills while learning and forming correct values. This paper is divided into six parts: the first part, introduction. This paper introduces the questions, significance of research, summary of relevant research, purpose and content of the research, ideas and methods of the research and the innovation of the research. The second part is an overview of relevant theories. This part first defines the related concepts in the subject, and outlines the composition and content of the goal of emotional attitude and values stipulated in the new curriculum. The third part, the present situation investigation and result analysis on the implementation of emotional attitude and values curriculum in senior high school. This part includes the design of the research program-taking some teachers and students in Xingtai City, Hebei Province as the main objects of investigation, through the method of questionnaire and interview, This paper investigates and analyzes the current situation of the implementation of emotional attitude and values curriculum goals in senior high school English teaching and the factors hindering the implementation of this goal. The fourth part analyzes the problems and causes in the implementation of emotional attitude and values curriculum goals in senior high school English teaching. The main problems are: 1. Emotional attitude and values curriculum goals in the teaching process has not been implemented; 2. Teachers do not attach importance to the implementation of emotional attitudes and values curriculum goals; 3. Teachers have a one-sided understanding of the curriculum objectives of emotional attitudes and values. The main reasons for this situation are: 1. The comprehensive quality of teachers; 2. The pressure of the college entrance examination. The restriction of evaluation mechanism; 4. The teaching idea of leadership 5. Parents' educational ideas. The fifth part, carries out the high school English teaching emotion attitude and the values curriculum goal strategy. According to the problems existing in the investigation and the analysis of the causes, the corresponding solutions are put forward from three aspects. 1. Strengthen the construction of teachers, promote the implementation of emotional attitude and values curriculum goals: (1) improve teachers' professional and cultural quality, and develop with the new curriculum standards; (2) establish a democratic, equal, harmonious relationship between teachers and students; (3) excavate the emotion factor in the teaching material content, train the student positive emotion attitude and value. 2. Improve the pluralistic evaluation mechanism, strengthen the implementation of emotional attitude and values curriculum objectives: (1) pay attention to students as the main body, respect individual differences, (2) pay attention to formative evaluation, promote the development of students; (3) pay attention to participating in interaction, combine self-assessment with other evaluation, realize the diversification of evaluation. 3. To create a good atmosphere to ensure the implementation of emotional attitudes and values curriculum objectives: (1) leadership support; (2) parental support; (3) campus culture construction. The sixth part, conclusion. Summing up the results of this study and the need for improvement, to determine the direction of future teaching.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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相关期刊论文 前1条
1 李黎明;;英语课堂教学中的情感教学[J];中学英语园地(教研版);2011年04期
相关硕士学位论文 前1条
1 赵宏斌;情感教学对英语自主学习的促进作用[D];湖南师范大学;2005年
，本文编号：2301024
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