理实一体化教学方法在中职城轨专业英语教学中的实验研究
发布时间：2021-10-09 15:52
随着中国的崛起,城市规模的迅速发展,交通成为城市规模发展的重要因素。广西自治区政府近年将大力发展城市轨道等新兴产业。城市轨道作为一门服务类的新专业,重视城轨英语的学习必然成为新时代的需求和号召。如何提高中职学校城轨专业的英语学习也日益被学者们和老师们探讨和研究。本研究基于建构主义教学理论和任务型教学理论,在对理实一体化的定义、特点和原则梳理和分析的基础上,采用测试法、问卷法及访谈法来收集实验数据并处理和分析数据。理实一体化教学模式是借鉴德国的“双元制”教学模式基础上发展起来的一种创新教学,是理论教学与实践教学结合在一起,通过设定教学任务和教学目标,让师生双方边教、边学、边做,全程构建理论和技能培养框架,丰富课堂教学和实践教学环节,提高教学质量。突出学生动手能力和专业技能的培养,充分调动和激发学生学习兴趣的一种教学方法。本研究选取了柳州市第二职业技术学校17届城轨1班和2班进行了一个学期的实验。在实验过程中,对1班学生采用理实一体化教学方法,对2班学生采用传统的英语教学法;实验前后,两个班的所有学生都要参加前测和后测,前问卷和后问卷的调查。为了更好获得调查问卷的真实性,在两个班级同时进行...
【文章来源】：广西师范大学广西壮族自治区
【文章页数】：81 页
【学位级别】：硕士
【文章目录】：
中文摘要
Abstract
Chapter One Introduction
1.1 Overview of the Research Background
1.2 Brief Introduction of Significance and Purposes
1.3 The Organization of the Thesis
Chapter two Literature Review
2.1 Description of Integration of Theory and Practice Teaching Method
2.1.1 Origins of Integration of Theory and Practice Teaching Method
2.1.2 Definition
2.2 Theoretical Basis of the Application of the Integration of Theory and Practice Teaching Method
2.2.1 Constructivism Theory
2.2.2 Task-Based Language Teaching (TBLT)
2.3 Principles of Application of the Integration of Theory and Practice Teaching Method
2.3.1 Transformation of Teacher’s New Role
2.3.2 Foundation of the Ability of Students
2.3.3 Interaction between Teacher and Students
2.3.4 Feasibility of the Tasks
2.4 Foreign Research and Domestic Research
2.4.1 Foreign Research
2.4.2 Domestic Research
Chapter Three Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Tests
3.3.2 Questionnaires
3.3.3 Interview
3.4 Application of Integration of Theory and Practice Teaching Method in EC
3.4.1 Raising Students’ understanding of Integration of Theory and Practice Teaching Method in EC
3.4.2 The concrete implementation steps of teaching method
3.5 Data Collection
Chapter Four Results and Analysis of the Research
4.1 Data Analysis of Questionnaire
4.1.1 Data Analysis of pre-questionnaire
4.1.2 Data Analysis of Post-questionnaire
4.1.3 Comparative Analysis of the Data of Pre- and Post-questionnaire
4.2 Data Analysis of the Tests
4.2.1 Data Analysis of Pre-test
4.2.2 Data Analysis of Post-test
4.2.3 Comparative Analysis of the Data of Pre-test and Post-test
4.3 Analysis of Interview’s Results
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations and Suggestions for Further Research
Bibliography
Appendix 1 Pre- Questionnaire
Appendix 2 Post-Questionnaire
Appendix 3 Original Scores of the written Pre-tes between EC and CC( written test)
Appendix 4 Original Data of Oral English in pre-test between EC and CC (Oral test)
Appendix 5 Original Data of Pretotal-test between EC and CC(Written test+Oral test)
Appendix 6 Original Scores of the Post-test between EC and CC(Written test)
Appendix 7 Original Data of Oral English in Post-test between EC and CC (Oral test)
Appendix 8 Original Data of Posttotal-test between EC and CC(Written test+Oral test)
Appendix 9 The Outline of Interview
Appendix 10 English proficiency for Pre-test(Written test)
Appendix 11 Oral English for Pre-test(Oral test)
Appendix 12 English proficiency for Post-test(Written test)
Appendix 13 Oral English for Post-test(Oral test)
Acknowledgements
【参考文献】：
期刊论文
[1]预算软件运用课程“理实一体”教学策略研究[J]. 韩春媛. 价值工程. 2016(25)
[2]“双师型”教师:高职院校“理实一体化”课堂教学之关键[J]. 丁天明. 江苏经贸职业技术学院学报. 2016(04)
[3]任务型语言教学法在英语教学实践中的应用[J]. 钟建. 文史博览(理论). 2016(07)
[4]任务型语言教学法在大学英语口语课堂应用的探析[J]. 张锦,路平. 当代教育实践与教学研究. 2016(07)
[5]理实一体化课程框架下学生学习效果评价体系的设计与构建[J]. 李婷. 山西财政税务专科学校学报. 2016(02)
[6]高职商务英语专业理实一体化课程体系建设研究[J]. 李丽红. 科技视界. 2016(06)
[7]项目式理实一体化教学法的应用研究——以高职计算机网络基础课程为例[J]. 李静. 辽宁高职学报. 2016(01)
[8]理实一体化课程教学体系的构建与实施——以南京市莫愁中等专业学校《药物制剂技术》课程为例[J]. 孙琍. 江苏教育研究. 2015(30)
[9]高职“商务英语翻译”课程的理实一体化教学改革探索[J]. 刘明星. 求知导刊. 2015(18)
[10]《液压与气动技术》理实一体化教学改革的实施对策[J]. 王鹤. 现代制造技术与装备. 2015(05)
博士论文
[1]冯·格拉斯费尔德的激进建构主义教学思想研究[D]. 白文倩.浙江大学 2016
硕士论文
[1]高职院校《审计实务》课程理实一体化开发的研究[D]. 李红梅.河北科技师范学院 2017
[2]以能力为本位的高职院校理实一体化教学研究[D]. 颜巳伟.四川师范大学 2016
[3]高职“理实一体化教师”教学质量评价研究[D]. 朱鹤卿.河北科技师范学院 2014
本文编号：3426670
【文章来源】：广西师范大学广西壮族自治区
【文章页数】：81 页
【学位级别】：硕士
【文章目录】：
中文摘要
Abstract
Chapter One Introduction
1.1 Overview of the Research Background
1.2 Brief Introduction of Significance and Purposes
1.3 The Organization of the Thesis
Chapter two Literature Review
2.1 Description of Integration of Theory and Practice Teaching Method
2.1.1 Origins of Integration of Theory and Practice Teaching Method
2.1.2 Definition
2.2 Theoretical Basis of the Application of the Integration of Theory and Practice Teaching Method
2.2.1 Constructivism Theory
2.2.2 Task-Based Language Teaching (TBLT)
2.3 Principles of Application of the Integration of Theory and Practice Teaching Method
2.3.1 Transformation of Teacher’s New Role
2.3.2 Foundation of the Ability of Students
2.3.3 Interaction between Teacher and Students
2.3.4 Feasibility of the Tasks
2.4 Foreign Research and Domestic Research
2.4.1 Foreign Research
2.4.2 Domestic Research
Chapter Three Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Tests
3.3.2 Questionnaires
3.3.3 Interview
3.4 Application of Integration of Theory and Practice Teaching Method in EC
3.4.1 Raising Students’ understanding of Integration of Theory and Practice Teaching Method in EC
3.4.2 The concrete implementation steps of teaching method
3.5 Data Collection
Chapter Four Results and Analysis of the Research
4.1 Data Analysis of Questionnaire
4.1.1 Data Analysis of pre-questionnaire
4.1.2 Data Analysis of Post-questionnaire
4.1.3 Comparative Analysis of the Data of Pre- and Post-questionnaire
4.2 Data Analysis of the Tests
4.2.1 Data Analysis of Pre-test
4.2.2 Data Analysis of Post-test
4.2.3 Comparative Analysis of the Data of Pre-test and Post-test
4.3 Analysis of Interview’s Results
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations and Suggestions for Further Research
Bibliography
Appendix 1 Pre- Questionnaire
Appendix 2 Post-Questionnaire
Appendix 3 Original Scores of the written Pre-tes between EC and CC( written test)
Appendix 4 Original Data of Oral English in pre-test between EC and CC (Oral test)
Appendix 5 Original Data of Pretotal-test between EC and CC(Written test+Oral test)
Appendix 6 Original Scores of the Post-test between EC and CC(Written test)
Appendix 7 Original Data of Oral English in Post-test between EC and CC (Oral test)
Appendix 8 Original Data of Posttotal-test between EC and CC(Written test+Oral test)
Appendix 9 The Outline of Interview
Appendix 10 English proficiency for Pre-test(Written test)
Appendix 11 Oral English for Pre-test(Oral test)
Appendix 12 English proficiency for Post-test(Written test)
Appendix 13 Oral English for Post-test(Oral test)
Acknowledgements
【参考文献】：
期刊论文
[1]预算软件运用课程“理实一体”教学策略研究[J]. 韩春媛. 价值工程. 2016(25)
[2]“双师型”教师:高职院校“理实一体化”课堂教学之关键[J]. 丁天明. 江苏经贸职业技术学院学报. 2016(04)
[3]任务型语言教学法在英语教学实践中的应用[J]. 钟建. 文史博览(理论). 2016(07)
[4]任务型语言教学法在大学英语口语课堂应用的探析[J]. 张锦,路平. 当代教育实践与教学研究. 2016(07)
[5]理实一体化课程框架下学生学习效果评价体系的设计与构建[J]. 李婷. 山西财政税务专科学校学报. 2016(02)
[6]高职商务英语专业理实一体化课程体系建设研究[J]. 李丽红. 科技视界. 2016(06)
[7]项目式理实一体化教学法的应用研究——以高职计算机网络基础课程为例[J]. 李静. 辽宁高职学报. 2016(01)
[8]理实一体化课程教学体系的构建与实施——以南京市莫愁中等专业学校《药物制剂技术》课程为例[J]. 孙琍. 江苏教育研究. 2015(30)
[9]高职“商务英语翻译”课程的理实一体化教学改革探索[J]. 刘明星. 求知导刊. 2015(18)
[10]《液压与气动技术》理实一体化教学改革的实施对策[J]. 王鹤. 现代制造技术与装备. 2015(05)
博士论文
[1]冯·格拉斯费尔德的激进建构主义教学思想研究[D]. 白文倩.浙江大学 2016
硕士论文
[1]高职院校《审计实务》课程理实一体化开发的研究[D]. 李红梅.河北科技师范学院 2017
[2]以能力为本位的高职院校理实一体化教学研究[D]. 颜巳伟.四川师范大学 2016
[3]高职“理实一体化教师”教学质量评价研究[D]. 朱鹤卿.河北科技师范学院 2014
本文编号：3426670
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