任务型教学法克服高中英语课堂沉默的实证研究
发布时间：2018-12-27 06:27
【摘要】：《高中英语新课标》注重课堂教学的作用，它要求在英语课堂上，教师和学生之间要积极参与和互动。课堂参与和互动在提高学生的言语能力方面发挥着重要作用。新课程改革对高中英语教学要求更为严格，要求充分发挥教师和学生的主观能动性，它不仅强调教师的教，更强调学生的学。此外，新课程还要求教师和教育工作者，要培养学生的思维和表达能力。然而，事实上，在英语课堂教学过程中，大部分学生倾向于保持沉默，他们很少积极参与课堂交流，更糟糕的是，甚至在英语课堂上没有课堂交际。因此,英语课堂沉默近年来成为研究者所关注的话题。一方面，在以往的研究中，研究者主要从文化，课堂提问以及学生的性格方面调查课堂沉默的原因，忽视了教学方法对改变课堂沉默现象所起的作用。而另一方面，传统的教学方法在英语教学过程中仍然被许多教师所采用。因此，为了克服课堂上的沉默，笔者从另一个角度…教学方法上对它进行了研究。通过吸收和整合课堂沉默的研究，本文提出了可应用于改进的基于的英语课堂交际能力的任务教学法来降低课堂沉默。本文提出了应用有助于提高英语课堂交际能力的任务型教学法来减少课堂沉默。本研究以来自临汾五中高二四个班的132名学生为研究对象，重在回答以下几个问题： 1.调查高中英语课堂沉默的现状是什么？ 2.课堂沉默和英语成绩之间是否相关？ 3.任务型教学法能否有效降低高中英语课堂沉默水平？ 4.任务型教学法能否提高学生的学习成绩？ 为进一步研究课堂沉默，研究者对132名学生进行了有关高中英语课堂沉默的现状的调查，然后随机把两个人数相同，水平相当的两个班分为实验班和控制班。实验班采用任务型教学法，，控制班的学生采用传统的教学方法。通过采用测试、问卷调查、访谈等方法，经过对比分析得出数据。 作者采用SPSS19.0统计软件对数据进行了分析，实验结果结果显示如下：(1)高中英语课堂沉默现象普遍；（2）学生的英语成绩和课堂沉默水平之间显著负相关；（3）任务型教学法更能有效地缓解课堂沉默。（4）任务型教学法对学生的英语成绩的有积极影响。 最后，笔者得出了结论，并阐述了研究发现，研究启示，研究的局限性，对未来进一步研究提出一些建议。
[Abstract]:The New Curriculum Standard for Senior High School English focuses on the role of classroom teaching, which requires active participation and interaction between teachers and students in the English classroom. Classroom participation and interaction play an important role in improving students' speech ability. The new curriculum reform has more stringent requirements on English teaching in senior high schools and requires teachers and students to give full play to their subjective initiative. It not only emphasizes the teaching of teachers, but also emphasizes the learning of students. In addition, the new curriculum also requires teachers and educators to cultivate students' thinking and expression ability. However, in fact, in the process of English classroom teaching, most students tend to remain silent, they seldom participate in classroom communication actively, and worse, there is no classroom communication even in English classroom. Therefore, English classroom silence has become a topic of concern to researchers in recent years. On the one hand, in previous studies, researchers have investigated the causes of classroom silence from the aspects of culture, classroom questioning and students' personality, ignoring the role of teaching methods in changing the phenomenon of classroom silence. On the other hand, traditional teaching methods are still used by many teachers in the process of English teaching. Therefore, in order to overcome the silence in the classroom, the author from another perspective. It is studied in teaching method. By absorbing and integrating the study of classroom silence, this paper proposes a task-based approach to reduce classroom silence, which can be applied to the improvement of communicative competence in English classrooms. This paper proposes a task-based approach to reduce classroom silence. In this study, 132 students from Linfen No. 5 Middle School and Grade two were selected as the subjects, and the following questions were answered: 1. What is the current situation of English classroom silence in high school? 2. Is there a correlation between classroom silence and English achievement? Can task-based approach effectively reduce the level of English classroom silence in senior high school? 4. Can Task-based Teaching method improve students'Achievement? In order to further study classroom silence, 132 students were investigated about the current situation of English classroom silence in senior high school, and then two classes with the same number and same level were randomly divided into experimental class and control class. The experimental class adopts the task-based teaching method, and the students in the control class adopt the traditional teaching method. Through the use of testing, questionnaire, interviews and other methods, through comparative analysis to get the data. The author uses SPSS19.0 software to analyze the data. The experimental results show that: (1) the phenomenon of high school English classroom silence is common; (2) there is a significant negative correlation between the students' English achievement and the level of classroom silence. (3) Task-based approach can relieve classroom silence more effectively. (4) Task-based approach has a positive effect on students' English achievement. Finally, the author draws a conclusion, and expounds the research findings, research inspiration, limitations of the study, and puts forward some suggestions for further research.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2392619
[Abstract]:The New Curriculum Standard for Senior High School English focuses on the role of classroom teaching, which requires active participation and interaction between teachers and students in the English classroom. Classroom participation and interaction play an important role in improving students' speech ability. The new curriculum reform has more stringent requirements on English teaching in senior high schools and requires teachers and students to give full play to their subjective initiative. It not only emphasizes the teaching of teachers, but also emphasizes the learning of students. In addition, the new curriculum also requires teachers and educators to cultivate students' thinking and expression ability. However, in fact, in the process of English classroom teaching, most students tend to remain silent, they seldom participate in classroom communication actively, and worse, there is no classroom communication even in English classroom. Therefore, English classroom silence has become a topic of concern to researchers in recent years. On the one hand, in previous studies, researchers have investigated the causes of classroom silence from the aspects of culture, classroom questioning and students' personality, ignoring the role of teaching methods in changing the phenomenon of classroom silence. On the other hand, traditional teaching methods are still used by many teachers in the process of English teaching. Therefore, in order to overcome the silence in the classroom, the author from another perspective. It is studied in teaching method. By absorbing and integrating the study of classroom silence, this paper proposes a task-based approach to reduce classroom silence, which can be applied to the improvement of communicative competence in English classrooms. This paper proposes a task-based approach to reduce classroom silence. In this study, 132 students from Linfen No. 5 Middle School and Grade two were selected as the subjects, and the following questions were answered: 1. What is the current situation of English classroom silence in high school? 2. Is there a correlation between classroom silence and English achievement? Can task-based approach effectively reduce the level of English classroom silence in senior high school? 4. Can Task-based Teaching method improve students'Achievement? In order to further study classroom silence, 132 students were investigated about the current situation of English classroom silence in senior high school, and then two classes with the same number and same level were randomly divided into experimental class and control class. The experimental class adopts the task-based teaching method, and the students in the control class adopt the traditional teaching method. Through the use of testing, questionnaire, interviews and other methods, through comparative analysis to get the data. The author uses SPSS19.0 software to analyze the data. The experimental results show that: (1) the phenomenon of high school English classroom silence is common; (2) there is a significant negative correlation between the students' English achievement and the level of classroom silence. (3) Task-based approach can relieve classroom silence more effectively. (4) Task-based approach has a positive effect on students' English achievement. Finally, the author draws a conclusion, and expounds the research findings, research inspiration, limitations of the study, and puts forward some suggestions for further research.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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