高中英语语法生态教学实验研究

发布时间：2018-12-06 09:22

【摘要】：早在20世纪初,生态学已在社会学领域中广泛运用,此后产生了生态教育学这一概念。生态教育学旨在研究教育发展的规律和趋向,探寻可持续发展的教育方式。而生态英语教学是将生态教育理念运应于英语教与学过程中。相较于一直以来传统英语教学,生态英语教学符合教育发展规律。它具有生命性、整体性、开放性、动态平衡性和共生性等特征。生态教学展示了一种高效、动态、发展的教学理念和教学方式,它创造一种和谐环保的教育氛围。本文以生态教育理论为基础,为了检验生态教学在高中英语教学中的实际运用效果,本研究主要运用实证研究法,在笔者的实践教学中实施实验研究。实验中,选择了笔者所供职的学校及笔者所任教的两个班级——江西省赣州市某中学高二年级(7)班和(8)班,两个班级属于同一层次班级,班级基本情况接近。其中高二(7)作为实验组,高二(8)班为控制组。本研究旨在发现并求证生态教育理念是否对学生学习英语语法的情感态度有积极作用;生态教学是否能增强学生的英语语法运用能力及生态教育方式是否能有效引导和促进高中英语语法教与学。同时,本研究旨在形成有效的英语语法生态教学模式来指导高中英语语法教学。本研究运用测试,问卷和访谈作为主要研究工具。笔者在实验组高二(7)班实施英语语法生态教学理理念,而在控制组高二(8)班运用传统的语法教学理念。实验前,笔者对实验组进行了英语语法学习情感态度问卷调查;实验后,笔者再次对实验组进行了英语语法学习情感态度问卷调查;另一方面,实验前后,笔者对实验组和控制组进行了语法测试;此外,笔者还在实验后对实验组部分学生进行了访谈,访谈内容主要围绕学生对于传统语法教学的观点看法及运用英语语法生态教学后的感受和建议。经过半年的实验及相关数据的收集,笔者运用统计软件SPSS17.0软件对所搜集的数据进行分析,分析结果表明实验组在运用新的语法教学模式后,学生语法成绩比控制组学生的语法成绩更好。实验过程中,形成了语法生态教学模式,该模式运用在了英语语法实践教学中。通过访谈发现大部分学生喜欢并支持新的语法教学模式。从实验前后的两次问卷结果可看出,学生从心理上赞同并接受新的语法教学模式。总体说来,实验组在运用新的语法教学理念和模式后,学生学习语法的情感态度有所改善,对英语语法的掌握明显优于对照组。可见,生态课堂对高中学生英语语法学习具有良好的促进和提升作用。本研究在一定程度上丰富了生态理论,同时,还有助于改善高中学生学习英语语法的情感态度及提升学生语法掌握能力。
[Abstract]:As early as the beginning of the 20th century, ecology has been widely used in the field of sociology. Since then, the concept of ecological pedagogy has emerged. Ecological pedagogy aims to study the laws and trends of educational development and to explore the sustainable development of education. Ecological English teaching is to apply the concept of ecological education to the process of English teaching and learning. Compared with traditional English teaching, Eco-English teaching accords with the law of educational development. It has the characteristics of life, integrity, openness, dynamic balance and symbiosis. Ecological teaching shows an efficient, dynamic and developing teaching concept and teaching method, which creates a harmonious and environmentally friendly educational atmosphere. Based on the theory of ecological education, in order to test the practical effect of ecological teaching in English teaching in senior high school, this study mainly uses the empirical research method to carry out the experimental research in the author's practical teaching. In the experiment, I selected the school where I work and the two classes I taught in Ganzhou City, Jiangxi Province. The two classes belong to the same level, and the basic situation of the class is close to that of the second grade (7) class and (8) class of a middle school in Ganzhou City, Jiangxi Province. Senior two (7) as the experimental group, Senior 2 (8) as the control group. The purpose of this study is to find out and verify whether the concept of ecological education has a positive effect on students' affective attitude towards learning English grammar. Whether ecological teaching can enhance students' ability of using English grammar and whether ecological education method can effectively guide and promote English grammar teaching and learning in senior high school? At the same time, the purpose of this study is to form an effective English grammar ecological teaching model to guide senior English grammar teaching. This study uses tests, questionnaires and interviews as the main research tools. The author carries out the teaching principle of English grammar ecology in the second (7) class of the experimental group and the traditional grammar teaching idea in the second (8) class of the control group. Before the experiment, the author conducted a questionnaire on the affective attitude of English grammar learning in the experimental group, and then conducted a questionnaire survey on the affective attitude of the experimental group in English grammar learning after the experiment. On the other hand, before and after the experiment, the author carries on the grammar test to the experimental group and the control group; In addition, the author also conducted interviews with some students in the experimental group after the experiment. The interview mainly focused on the students' views on traditional grammar teaching and their feelings and suggestions after using English grammar ecological teaching. After half a year's experiment and the collection of related data, the author analyzes the collected data with the statistical software SPSS17.0. The results show that the experimental group is using the new grammar teaching model. The grammar scores of the students were better than those of the students in the control group. In the course of the experiment, a grammar ecological teaching model has been formed, which has been applied in English grammar practice teaching. Through interviews, it is found that most students like and support the new grammar teaching model. From the results of the two questionnaires before and after the experiment, we can see that the students psychologically agree with and accept the new grammar teaching model. In general, after applying the new grammar teaching concept and model, the students' affective attitude to grammar learning in the experimental group has been improved, and their mastery of English grammar is obviously superior to that of the control group. It can be seen that ecological classroom plays an important role in English grammar learning of senior high school students. To some extent, this study enriches the ecological theory, and also helps to improve the students' affective attitude to English grammar learning and their grammar mastery ability.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【相似文献】