小学低年级英语词汇课堂中互动教学活动使用情况调查研究

发布时间：2018-01-22 18:51

本文关键词： 小学低年级英语课堂词汇教学互动教学活动　出处：《扬州大学》2017年硕士论文　论文类型：学位论文

【摘要】：课堂教学的质量一直以来都是教师和教育研究者关注的焦点。有效的课堂教学与高质量的课堂互动密切相关。在新一轮基础教育改革的倡导下,学生的主体地位不断得到重视。推动学生全面英语语言能力的发展成为了英语教学的总体目标。互动教学逐步代替了传统的教学方法。对于英语课堂中互动教学活动使用情况的调查,有助于深入了解互动教学在基础教育英语课堂中的实施情况。本文旨在研究小学低年级英语词汇课堂中互动教学活动的使用现状,通过对小学低年级阶段英语课堂中词汇互动教学活动的使用情况进行观察研究,旨在了解互动教学活动在小学低年级英语词汇课堂中的运用和实施情况,并且通过对学生对互动教学活动使用的满意度的调查,进一步得出互动教学在小学英语词汇课堂中实施的有益启示。本研究的理论基础基于新一轮基础教育改革所提倡的人本主义和建构主义教育理论,此外,二语习得理论中“可理解性输入假说”、“输出假说”、“互动理论”,互动语言教学相关理论和国内外小学词汇教学的相关理论也为本研究提供基础。具体研究问题包括:1.小学低年级英语词汇课堂中,教师使用了哪些互动教学活动?2.以上互动教学活动的具体开展情况如何?3.学生对互动教学活动使用的满意度如何?哪些互动教学活动最容易为学生所接受?研究采用课堂观察法、访问法和问卷法,通过课堂视频录像、随堂观课笔记、师生访谈和问卷的形式了解互动教学活动在小学低年级英语词汇课堂中的实施现状和效果。研究选取南京某小学一、二年级共的四个班作为观察对象,跟踪调查四名英语老师在课堂词汇教学的过程中,使用了哪些互动教学活动,互动教学活动的实施状况如何。数据收集和处理包括以下五步:第一步是课堂观摩和录像,在听课的过程中,使用视频录像设备对4名教师的课堂教学进行录像,并做笔记。第二步是问卷发放,让学生填写。第三步是师生访谈。第四步是视频转写,将记录的8节课转写成文字语料。第五步,利用Excel软件分析从转写的视频材料,听课笔记和问卷调查中获得的数据。并结合师生访谈结果,分析得出相关研究结果。本调查研究的主要结论如下:1)小学低年级英语词汇课堂中,教师使用了以下互动教学活动:互动性话语、互动性肢体语言,互动性词汇操练活动和互动性教具的使用。2)在词汇的呈现过程中,教师的互动性话语和互动性肢体语言的使用最频繁。教师的互动性话语和互动性肢体语言的使用有助于教师提出问题,引发学生思考并给予反馈,解释新词汇的意思,教授新词汇的发音和拼写。教师互动性话语中,提问类型以展示性问题和参考性问题为主,同时,教师注意运用多种提问策略,如改述、简化、重复和探究策略,帮助学生理解问题,输出新词汇。教师反馈中,教师倾向使用积极表扬提升学习词汇的信心,如简单表扬、肯定性重复表扬和物质奖励,同时,教师还注重词汇错误的纠正,以教师直接告知和请其他同学再次回答为主。词汇呈现的过程中,教师还使用了大量的互动性肢体语言阐释新词汇的意思,教授新词汇的发音和拼写,如面部表情的变化,眼神交流和肢体的运动,其中,微笑、手指比划和眼神交流的使用最频繁。在词汇的操练阶段,教师设计了丰富的互动词汇操练活动,包括游戏、歌曲、舞蹈和角色扮演等,其中游戏的类型还可细分为多种,如“我说你做”、“小火车”等。此外,在词汇教学过程中,教师还使用了许多辅助教学工具与学生进行互动,提升词汇的直观教学效果,教具的使用包括多媒体、单词卡片、照片、板书贴纸、模型和实物等。3)学生对于词汇课上互动教学活动的使用情况基本满意,学生倾向于教师使用大量的互动性话语和丰富的互动性肢体语言呈现新词汇的意思,发音和拼写,其中微笑、眼神交流和手势比划是学生最容易被学生接受,同时,多样化的互动词汇操练活动和互动辅助教具的使用也增强了学生词汇学习的兴趣,在学生中较受欢迎。然而学生的满意度尚有提升的空间,具体体现在,在教师的互动性话语方面,学生希望教师提出更多的参考性问题,使用更多的探究和连续提问策略促进学生词汇的进一步输出,同时,带有评价语和物质奖励的表扬方式也是学生喜欢的积极反馈方式,学生希望教师多使用这些积极反馈方式,并且能够在教师的鼓励下自我纠正词汇错误,增强词汇学习的信心和积极性。学生还希望教师设计更多新的互动词汇操练活动,并且及时评价学生在活动中的表现,进一步促进词汇的学习。在使用辅助教具的时候,学生希望教师减少对多媒体的过度依赖,保持与学生的互动。此外,本研究也存在一些局限性。第一,本研究一个学校的四个班级作为调查对象,总共只观察了8节词汇课,样本数量偏少。研究调查结果可能无法代表小学低年级英语词汇课堂互动教学的整体现状。第二,本研究只聚焦于词汇课上的互动教学情况,阅读课、听力课等其他课型中互动教学活动实施的情况还需进一步针对性调查,旨在全方位了解小学英语课堂互动教学的是实施情况。
[Abstract]:The quality of classroom teaching has always been the focus of teachers and education researchers. Effective classroom teaching is closely related with the interaction of high quality. In the new round of basic education reform initiative, the dominant position of the students continue to receive attention. To promote the development of students' Comprehensive English language ability has become the overall goal of English teaching interactive teaching. And gradually replace the traditional teaching method. For the investigation of interaction in English classroom teaching activities use, contribute to a deeper understanding of the interactive teaching in English classroom in the elementary education. The purpose of this paper is to use the implementation status of interactive classroom teaching activities of English Vocabulary study in primary school lower grade, were studied by the use of low grade primary school English vocabulary classroom interaction in teaching activities, in order to understand the interactive teaching activities in Junior English Vocabulary Teaching in primary school The use of the hall and implementation, and through the investigation of the interactive teaching activities the satisfaction of students, to obtain the beneficial enlightenment of implementation of interactive teaching in primary school English vocabulary teaching. The theoretical basis of this study based on the new round of reform of basic education advocates humanism and constructivism education theory, in addition, two language acquisition theory "comprehensible input hypothesis" and "output hypothesis", "interaction theory", theory of interactive language teaching theory and the domestic and foreign primary school vocabulary teaching but also provide the basis for this study. Specific research questions include: teaching English vocabulary in junior grade 1. primary school teachers, what are the use of interactive teaching specific activities? Carried out more than 2. interactive teaching activities? How to 3. students on the interactive teaching activities with satisfaction? What interactive teaching activities can easily connected to students ? research adopts the classroom observation method, interview method and questionnaire method, through classroom video, classroom classroom observation notes, interviews and questionnaires to understand the status of implementation and effect of interactive teaching activities in English Vocabulary Teaching in primary school lower grade. Study of a primary school in Nanjing, a total of four classes, the second grade as the object of observation, follow-up survey of four English teachers in the classroom vocabulary teaching, which use interactive teaching activities, how to implement the interaction in teaching activities. The data collection and processing includes the following five steps: the first step is classroom observation and video lectures, in the process of video using video equipment for classroom teaching 4 teachers, and take notes. The second step is to let students fill in the questionnaire. The third step is the interviews with teachers and students. The fourth step is to transfer the recorded video, 8 class written word transliteration material. The fifth step. Using Excel software to analyze the video material obtained from transliteration, lecture notes and questionnaire survey data. Combined with the interview results, analysis of relevant research results. The main conclusions of this study are as follows: 1) low grade primary school English vocabulary classroom, the teacher used to interactive teaching activities: interactive discourse, interaction body language, Interactive Vocabulary Practice Activities and interactive teaching using.2) in the process of vocabulary, teachers' interactive discourse and interactive body language teachers. The most frequently used interactive discourse and interactive body language use to help teachers ask questions, students and give feedback and explain the meaning of the new vocabulary, spelling and pronunciation. Teachers teach new interactive discourse, question types to display questions and referential questions, at the same time, teachers note the use of a variety of. Ask if the strategy change, simplification, repetition and explore strategies, help students understand the problem, output the new vocabulary. Teacher feedback, teachers tend to use positive praise improve vocabulary learning confidence, such as simple praise, praise and affirmation of the repeated material reward, at the same time, teachers also focus on correcting errors in vocabulary, teachers directly inform please answer again and other students. In the process of vocabulary, teachers also use new vocabulary interactive interpretation of the meaning of body language, spelling and pronunciation of the new words teaching, such as changes in facial expression, eye contact and body movement, among them, smiling, using finger gestures and eye contact most frequently in the practice stage. Vocabulary, teachers design Interactive Vocabulary Practice Activities, including rich games, songs, dances and role-playing games, which can be divided into several types, such as "I say you do "," small train ". In addition, in the process of vocabulary teaching, teachers also use many auxiliary teaching tools to interact with students, improve teaching effects in vocabulary teaching, including the use of multimedia, word cards, photos, blackboard stickers, model and real.3) students are satisfied with the use in teaching activities the interactive vocabulary class, students tend to use a lot of teachers' discourse interaction and rich interactive body language shows the meaning of the language, pronunciation and spelling, one smile, eye contact and gestures are students most easily accepted by the students, at the same time, diverse interactive vocabulary practice activities and interactive use of AIDS. To enhance students' interest in learning vocabulary, the more popular among the students. However, students' satisfaction has improved, embodied in the discourse in the interaction of teachers and students I hope teachers put forward some more problems, more research and continuous questioning strategies to further promote the output of students' vocabulary at the same time, the positive feedback with evaluation and material rewards of praise is love students, students hope that teachers use these positive feedback, and can correct the errors of vocabulary self in Teachers' encouragement vocabulary learning, enhance the confidence and enthusiasm of the students. Teachers would also like to design more new interactive vocabulary practice activities, and timely evaluation of students' performance in the activities, to further promote the learning vocabulary. When using teaching aids, students want teachers to reduce excessive dependence on multimedia, interact with students in addition. And there are some limitations in this research. First, the study of a school as a class four survey, a total of only 8 vocabulary lesson observation, The sample is too small. The overall survey results may not be representative of lower grade of primary school English classroom interaction teaching. Second, interactive teaching, this study focused on vocabulary class reading class, still need further investigation to the implementation of the interactive teaching activities listening class. The other class, to the full range of to understand the primary school English classroom interaction teaching is implemented.

【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

【参考文献】