自主学习视角下高中英语教学时间管理的研究
发布时间：2019-05-10 13:30
【摘要】：高中英语的教学时间管理一直是广大教师比较关注的问题,中学英语教学改革的出发点和归属是提高教学质量。如何在有限的课堂时间里,高效地管理教学时间,以确保教学任务的顺利完成,并能确保学生在学习的过程中表现出浓厚的兴趣和积极性,促进学生自主学习能力的发展,成为当中高中教学的难点。我国现阶段的高中英语教学依然采用的是传统的“教师中心”的教学模式,在这种模式中主要由教师主导课堂,严格控制上课时间,把握教学进度。学生习惯于老师在讲台上挥汗如雨,自己在下面记笔记.老师讲得激情四射,学生的专注时间长一点,掌握的知识多一点,能够基本完成知识的传递工作,但并不能保证学生综合能力的发展。老师讲得单调一点,学生则开始神游,收获甚少。在这种情况下,即使老师把自己的教学时间控制得再好也无法完成教学任务。而在自主学习理念主导下的“以学生为中心”的教学模式则能顺利解决这些问题。在这种模式下,学生是学习的主体,教师更多地充当后台控制和辅导者的角色。教师根据教学进度的安排和学生不断变化的能力水平,合理安排教学时间,给学生分配适当难度的任务,让学生通过查资料、练习,掌握知识,并给他们一定的展示机会,使他们在学习过程中找到自信心和成就感,从而提高学习效率。但是这种模式的教学如果无法很好地控制教学时间,整个课堂很容易陷入混乱,很难达到教学目标的要求。本文通过观察法对两所学校两位教师英语教学时间管理的实例进行描述并对比分析了学生自主学习积极性与教学时间管理的关系,提倡以“学生为中心”的自主学习模式,并针对这一模式会出现的问题进行分析并给与相应的解决对策。整篇文章由以下几个部分组成：首先是绪论,主要包括研究的缘起、目的、意义、方法和文献综述。然后是第一章,高中英语教学时间管理的实例及现状分析,通过观察两个学校两位英语教师的教学时间管理实例,分析了在现有教学时间管理模式下学生的自主学习水平。第二章论述了教学时间和学生的自主学习效率之间的关系。第一节首先分析了影响自主学习的因素,主要论述了课堂情境和最近发展区对自主学习的影响。第二节分析了学生自主学习效率与教学时间的关系。从学生的时间认知、自我效能感、元认知能力三方面表述。第三章是自主学习视角下优化教学时间的对策。第一节论述了自主学习的理论基础及开展自主学习模式的必要性。第二节讲述了自主学习理念主导下的课堂模式及问题对策。最后结语部分总结了本研究的所做工作的不足,以及对未来研究工作的展望和反思。
[Abstract]:The teaching time management of senior high school English has always been a matter of concern to the majority of teachers. The starting point and ownership of middle school English teaching reform is to improve the teaching quality. How to manage the teaching time efficiently in the limited classroom time in order to ensure the smooth completion of the teaching task, and to ensure that the students show strong interest and enthusiasm in the process of learning, and promote the development of students' autonomous learning ability. It has become a difficult point in senior high school teaching. At present, the English teaching in senior high school in our country still adopts the traditional "teacher-centered" teaching mode, in which the teacher leads the classroom, strictly controls the class time and grasps the teaching progress. Students are used to the teacher sweating like rain on the podium, and take notes below. The teacher speaks passionately, the student's focus time is longer, the master knowledge is a little more, can basically complete the knowledge transmission work, but can not guarantee the student comprehensive ability development. The teacher spoke monotonously, while the students began to swim and gain little. In this case, even if the teacher controls his teaching time well, he will not be able to complete the teaching task. The student-centered teaching model led by the concept of autonomous learning can solve these problems smoothly. In this mode, students are the main body of learning, and teachers play the role of background control and guidance. According to the arrangement of teaching progress and the changing level of students' ability, teachers arrange teaching time reasonably, assign students appropriate difficult tasks, let students check materials, practice, master knowledge, and give them certain opportunities to show. Make them find self-confidence and achievement in the process of learning, so as to improve learning efficiency. However, if the teaching time of this model can not be well controlled, the whole classroom is easy to fall into chaos and difficult to meet the requirements of teaching objectives. This paper describes the examples of English teaching time management of two teachers in two schools by means of observation, compares and analyzes the relationship between students' enthusiasm for autonomous learning and teaching time management, and advocates a "student-centered" autonomous learning model. The problems of this model are analyzed and the corresponding countermeasures are given. The whole article is composed of the following parts: first, the introduction, including the origin, purpose, significance, methods and literature review of the study. Then the first chapter analyzes the examples and present situation of English teaching time management in senior high school, and analyzes the students' autonomous learning level under the existing teaching time management mode by observing the teaching time management examples of two English teachers in two schools. The second chapter discusses the relationship between teaching time and students' autonomous learning efficiency. The first section analyzes the factors that affect autonomous learning, mainly discusses the influence of classroom situation and recent development area on autonomous learning. The second section analyzes the relationship between students' autonomous learning efficiency and teaching time. It is expressed from three aspects: students' time cognition, self-efficacy and metacognition ability. The third chapter is the countermeasures to optimize teaching time from the perspective of autonomous learning. The first section discusses the theoretical basis of autonomous learning and the necessity of developing autonomous learning model. The second section describes the classroom model and problem countermeasures led by the concept of autonomous learning. Finally, the conclusion summarizes the shortcomings of the work done in this study, as well as the prospect and reflection of the future research work.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2473686
[Abstract]:The teaching time management of senior high school English has always been a matter of concern to the majority of teachers. The starting point and ownership of middle school English teaching reform is to improve the teaching quality. How to manage the teaching time efficiently in the limited classroom time in order to ensure the smooth completion of the teaching task, and to ensure that the students show strong interest and enthusiasm in the process of learning, and promote the development of students' autonomous learning ability. It has become a difficult point in senior high school teaching. At present, the English teaching in senior high school in our country still adopts the traditional "teacher-centered" teaching mode, in which the teacher leads the classroom, strictly controls the class time and grasps the teaching progress. Students are used to the teacher sweating like rain on the podium, and take notes below. The teacher speaks passionately, the student's focus time is longer, the master knowledge is a little more, can basically complete the knowledge transmission work, but can not guarantee the student comprehensive ability development. The teacher spoke monotonously, while the students began to swim and gain little. In this case, even if the teacher controls his teaching time well, he will not be able to complete the teaching task. The student-centered teaching model led by the concept of autonomous learning can solve these problems smoothly. In this mode, students are the main body of learning, and teachers play the role of background control and guidance. According to the arrangement of teaching progress and the changing level of students' ability, teachers arrange teaching time reasonably, assign students appropriate difficult tasks, let students check materials, practice, master knowledge, and give them certain opportunities to show. Make them find self-confidence and achievement in the process of learning, so as to improve learning efficiency. However, if the teaching time of this model can not be well controlled, the whole classroom is easy to fall into chaos and difficult to meet the requirements of teaching objectives. This paper describes the examples of English teaching time management of two teachers in two schools by means of observation, compares and analyzes the relationship between students' enthusiasm for autonomous learning and teaching time management, and advocates a "student-centered" autonomous learning model. The problems of this model are analyzed and the corresponding countermeasures are given. The whole article is composed of the following parts: first, the introduction, including the origin, purpose, significance, methods and literature review of the study. Then the first chapter analyzes the examples and present situation of English teaching time management in senior high school, and analyzes the students' autonomous learning level under the existing teaching time management mode by observing the teaching time management examples of two English teachers in two schools. The second chapter discusses the relationship between teaching time and students' autonomous learning efficiency. The first section analyzes the factors that affect autonomous learning, mainly discusses the influence of classroom situation and recent development area on autonomous learning. The second section analyzes the relationship between students' autonomous learning efficiency and teaching time. It is expressed from three aspects: students' time cognition, self-efficacy and metacognition ability. The third chapter is the countermeasures to optimize teaching time from the perspective of autonomous learning. The first section discusses the theoretical basis of autonomous learning and the necessity of developing autonomous learning model. The second section describes the classroom model and problem countermeasures led by the concept of autonomous learning. Finally, the conclusion summarizes the shortcomings of the work done in this study, as well as the prospect and reflection of the future research work.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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