微课在初中英语语法教学中的应用效果研究

发布时间：2018-03-22 09:46

本文选题：微课　切入点：语法教学　出处：《延安大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着信息技术的发展,学习者不断改变学习方式,教师们也在不断探索新的教学方式。自从2008年微课开始在国外的教学中应用以来,这一种新的教学手段受到了许多学者和教师的关注。许多研究结果表明,将微课应用于英语教学中可以提高学习效率。但是将微课应用于语法教学的研究相对来说较少,因此,有必要对此作进一步的研究。本研究以建构主义、细化理论为理论基础,结合微课自身的特点,探究微课的应用能否改善初中生语法学习态度,以及微课的应用能否提高初中生的语法成绩。本研究以访谈、调查问卷和测试为研究工具,以咸阳市永乐镇中学八年级两个班的91名学生为研究对象。其中1班为对照班,采用传统教学法进行语法教学;2班为实验班,采用微课形式进行语法教学。实验前,同时给实验班和对照班发放前测试卷,用SPSS19.0检测了两个班学生的语法成绩没有显著性差异,然后进行实验。实验后,向两个班的学生发放调查问卷,以了解运用微课进行语法教学后学生的语法学习态度。为了进一步明确学生的态度,从实验班选出不同学习水平的学生进行访谈。同时,对两个班进行了实验后语法测试,以检验将微课应用于初中英语语法教学是否能够提高学生的语法学习效果。实验研究结果表明:通过微课进行初中英语语法教学,实验班学生的语法学习态度有所改善,学生的语法学习效果也有了显著地提高。因此,在初中英语语法教学中,运用微课这种新型的教学手段是很有效的。针对本次研究,笔者提出一些建议,教师在语法教学中应该设计出更多吸引学生的微课,不断完善视频,能够实现资源共享。实验研究的结果由于时间有限,所以缺乏普遍性,因此还需要进一步探索。将微课运用在英语语法教学对于外语学习者来说有着很大的优势和研究价值,需要不断探索,从而更好地将微课运用在英语教学中。
[Abstract]:With the development of information technology, learners are constantly changing their learning methods and teachers are exploring new teaching methods. This new teaching method has attracted the attention of many scholars and teachers. Many research results show that the application of micro-lessons in English teaching can improve the learning efficiency. However, there is less research on the application of micro-lessons in grammar teaching. This study is based on constructivism and refinement theory, combining with the characteristics of micro-lesson itself, to explore whether the application of micro-class can improve the grammar learning attitude of junior high school students. And whether the application of micro-class can improve the grammar scores of junior high school students. This study takes interviews, questionnaires and tests as the research tools, and takes 91 students from two classes in the eighth grade of Yongle Town Middle School in Xianyang City as the research objects. Class 1 is the control class. Using the traditional teaching method to teach grammar in class 2 as the experimental class and microclass as the form of grammar teaching. Before the experiment, the students in the experimental class and the control class were given out the test papers before the experiment. The students' grammar scores of the two classes were not significantly different by SPSS19.0. Then the experiment. After the experiment, the students in the two classes were given questionnaires to understand the students' attitude towards grammar learning after the grammar teaching in microclass. In order to further clarify the students' attitude, Students with different learning levels were selected from the experimental class for interviews. At the same time, the two classes were given post-experimental grammar tests. The result of the experiment shows that the grammar learning attitude of the students in the experimental class can be improved by applying the micro-class to the grammar teaching in junior middle school. Therefore, in junior middle school English grammar teaching, it is very effective to use micro-class as a new teaching method. In view of this study, the author puts forward some suggestions. Teachers should design more micro-classes to attract students in grammar teaching, improve the video continuously, and realize the sharing of resources. The results of experimental research are limited in time, so they lack universality. Therefore, further exploration is needed. The application of micro-lessons in English grammar teaching has great advantages and research value for foreign language learners, and needs to be explored constantly, so that micro-lessons can be better applied in English teaching.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41;G434

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