情景教学法在中职英语视听说教学中的应用研究
发布时间：2021-04-26 04:18
英语作为中等职业学校的一门必修公共基础课,它的主要任务是使学生掌握一定的英语基础知识和基本技能,培养学生在日常生活和职业场景中的英语应用能力。特别强调对学生英语听、说技能的培养。为了中职学生未来更好的职业发展,针对其英语交际能力较弱的问题,本文进行英语情境教学方法在中职英语教学中的应用研究。本研究着眼于学生,在一定程度上“以学生为中心”,结合中职学生的身心发展特点,运用测试和课堂观察,探讨了情景教学法在中职英语视听说教学中应用还存在的问题以及提出了合理的解决方案。本文选取了某中职学校的45名学生作为情景教学法应用的观察对象。对该班级运用情景教学法,主要侧重对学生们英语学习过程中视听说兴趣的激发,并在教学过程中记录学生们的课堂表现。分析记录的观察结果,本研究主要关注三个问题:（1）应用情景教学法在中职英语课堂中,会对中职学生英语学习视听说产生什么样的影响?（2）应用情景教学法的过程中遇到了哪些困难或者问题?（3）基于以上问题,可以采取哪些措施去解决这些问题?经过20周的教学和观察,本文研究有以下发现:（1）情景教学法的应用对学生的视听说能力提升作用明显,说明教学方法的改进达到了与其的效果...
【文章来源】：广西师范大学广西壮族自治区
【文章页数】：71 页
【学位级别】：硕士
【文章目录】：
Abstract in Chinese
Abstract in English
Chapter 1 Introduction
1.1 Background of the Research
1.2 Purpose of the Research
1.3 Significance of the Research
1.4 Organization of the Thesis
Chapter 2 Literature Review
2.1 The Definition of the Situational Teaching Method
2.1.1 The Definition of the Situational Teaching Method
2.1.2 The Development of the Situational Teaching Method
2.1.3 The Theoretical Basis of the Situational Teaching Method
2.1.4 The Features of the Situational Teaching Method
2.2 Relevant Studies in China and Abroad
2.3 Theoretical Framework of the Research
2.3.1 The Theoretical Basis from the Psychology Perspective
2.3.2 The Theoretical Basis from the Pedagogical Perspective
2.3.3 The Theoretical Basis from the Linguistic Perspective
Chapter 3 Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Tests
3.3.2 Classroom Observation
3.4 Research Procedures
3.5 A Sample Teaching Plan
Chapter 4 Analysis and Discussion
4.1 Results and Analysis of the Tests
4.1.1 The Results and Analysis from the Tests of the Observation Class
4.1.2 The Results and Analysis from the Tests of Sex Groups
4.1.3 The Results and Analysis from the Tests of High-Score Group and Low-Score Group
4.2 Results and Analysis of the Observation
4.3 Discussion
4.3.1 The Effect of Situation Teaching Method
4.3.2 Some Problems in Application of Situational Teaching Method
Chapter 5 Conclusion
5.1 Major Findings
5.1.1 Boys Benefit More from Situational Teaching than Girls
5.1.2 Low-score Group Benefit More From Situational Teaching Than High-score Group
5.1.3 Making Students Participate in an Immersive Atmosphere
5.2 Pedagogical Implications
5.2.1 Pedagogical Implications for English Teachers
5.2.2 Pedagogical Implications for Vocational School Students
5.3 Limitations of the Research
5.4 Suggestions for Future Research
Bibliography
Appendices
Appendix 1 课堂观察量表
Appendix 2 英语学习兴趣能力测试表
Appendix 3 英语测试的题型和分值量化表
Acknowledgement
本文编号：3160720
【文章来源】：广西师范大学广西壮族自治区
【文章页数】：71 页
【学位级别】：硕士
【文章目录】：
Abstract in Chinese
Abstract in English
Chapter 1 Introduction
1.1 Background of the Research
1.2 Purpose of the Research
1.3 Significance of the Research
1.4 Organization of the Thesis
Chapter 2 Literature Review
2.1 The Definition of the Situational Teaching Method
2.1.1 The Definition of the Situational Teaching Method
2.1.2 The Development of the Situational Teaching Method
2.1.3 The Theoretical Basis of the Situational Teaching Method
2.1.4 The Features of the Situational Teaching Method
2.2 Relevant Studies in China and Abroad
2.3 Theoretical Framework of the Research
2.3.1 The Theoretical Basis from the Psychology Perspective
2.3.2 The Theoretical Basis from the Pedagogical Perspective
2.3.3 The Theoretical Basis from the Linguistic Perspective
Chapter 3 Research Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Tests
3.3.2 Classroom Observation
3.4 Research Procedures
3.5 A Sample Teaching Plan
Chapter 4 Analysis and Discussion
4.1 Results and Analysis of the Tests
4.1.1 The Results and Analysis from the Tests of the Observation Class
4.1.2 The Results and Analysis from the Tests of Sex Groups
4.1.3 The Results and Analysis from the Tests of High-Score Group and Low-Score Group
4.2 Results and Analysis of the Observation
4.3 Discussion
4.3.1 The Effect of Situation Teaching Method
4.3.2 Some Problems in Application of Situational Teaching Method
Chapter 5 Conclusion
5.1 Major Findings
5.1.1 Boys Benefit More from Situational Teaching than Girls
5.1.2 Low-score Group Benefit More From Situational Teaching Than High-score Group
5.1.3 Making Students Participate in an Immersive Atmosphere
5.2 Pedagogical Implications
5.2.1 Pedagogical Implications for English Teachers
5.2.2 Pedagogical Implications for Vocational School Students
5.3 Limitations of the Research
5.4 Suggestions for Future Research
Bibliography
Appendices
Appendix 1 课堂观察量表
Appendix 2 英语学习兴趣能力测试表
Appendix 3 英语测试的题型和分值量化表
Acknowledgement
本文编号：3160720
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