农村城市化背景下小学大班额英语教学现状研究

发布时间：2018-03-10 05:05

  本文选题：大班额　切入点：小学英语　出处：《云南大学》2016年硕士论文　论文类型：学位论文

【摘要】：大班额教学是我国现阶段基础教育的普遍现象,教育资源的匮乏与教育资源的分配不均是造成大班额现象的主要原因；尽管农村城市化加快了城市建设和发展的进程,但在农村城市化进程中,大量务工人员子女、投资商人的子女、被城市化的本地居民子女进入城市接受教育,使大班额的现象更加严重。在小学,很多学校的班额数已经远远超过了国家规定的人数,1996年3月9日国家教育委员会令第26号发布《小学管理规程》第十一条指出：在小学阶段,每个班的人数不超过45人为宜,但是多数小学的人数基本上在50人以上,有的学校甚至达到60多人、70多人,甚至100人,大班额现象在城市教育是一种非常严重的现象了。针对城市小学大班额的严重现象,论文主要从大班额现象的描述、大班额形成原因的分析两方面出发,通过对两所不同班额的小学,一共140名学生进行问卷调查,并对教师在课堂上对学生的关注度、教师课内外对学生的评价、课堂纪律、学习环境、座位对学生听课效果的影响、学生在课堂上的表现愿望等方面进行比较分析,在数据分析的基础上对六位小学英语教师、刚小学毕业的三位初一学生进行访谈,进一步得出大班额教学对教师和学生带来的不良影响。研究结果表明在小学进行大班额英语教学会对学生产生不利的影响。通过两所学校的对比发现：在教师课堂上对学生的关注度方面、课堂纪律方面、座位对听课效果的影响方面以及学习环境几方面,小学大班额和小学小班额有显著性差异,在大班额中教师对学生的关注度不够,课堂纪律得不到保证,学习环境差,学生参与课堂活动少,座位的因素等,直接影响学生的听课效果,最主要的是会影响学生学习英语的兴趣和自信心,对学生的健康发展不利,同样,在大班额教学中进行英语教学,对教师也有不良的影响。教师工作量大,工作压力大,无法使教学目标真正落实,家校关系紧张,这一切会影响教师的职业认同感和幸福感。论文最后从教育行政部门、大班额学校及英语教师本身三方面提出建议：教育行政部门能够宏观调控教育资源的分配；学校和教育行政部门沟通分流生源,控制生源数量,减少英语教师任课班级的数量；小学英语教师能够根据教学实际情况整合教材、实际生活情景进课堂、小组考评课堂管理方式、课后帮扶一对一、有效利用网上作业、家校共建、共同管理。
[Abstract]:Teaching in large classes is a common phenomenon in basic education in China at present. The lack of educational resources and the uneven distribution of educational resources are the main causes of the phenomenon of large class size, although the urbanization of rural areas accelerates the process of urban construction and development. However, in the process of urbanization in rural areas, a large number of children of migrant workers, children of investors and children of urbanized local residents enter the city to receive education, which makes the phenomenon of large class size more serious. The number of classes in many schools has far exceeded the number prescribed by the state. Article 11th of order No. 26 of the State Board of Education issued on March 9th 1996 states: in primary school, the number of classes per class is no more than 45. However, the number of students in most primary schools is basically over 50, and some schools even have more than 60 students or more than 70 or even 100 students. The phenomenon of large class size is a very serious phenomenon in urban education. In view of the serious phenomenon of large class size in urban primary schools, Based on the description of the phenomenon of large class size and the analysis of the reasons for the formation of large class size, this paper makes a questionnaire survey on 140 students in two primary schools with different class sizes, and gives teachers' attention to students in the classroom. Teachers' evaluation of students in and out of class, classroom discipline, learning environment, the influence of seats on students' listening effect, and students' performance desire in class are compared and analyzed. Six primary school English teachers are analyzed on the basis of data analysis. Three junior high school students who have just graduated from primary school conducted interviews. The research results show that teaching in large class in primary schools will have a negative impact on students. Through the comparison between the two schools, it is found that: in teacher class. In terms of the attention paid to students in the church, In terms of classroom discipline, the influence of seating on the effect of class attendance and the learning environment, there are significant differences between the large class size of primary school and the small class size of primary school. In large class size, teachers pay less attention to students, and classroom discipline is not guaranteed. The poor learning environment, the lack of students' participation in classroom activities, and the factors of seating have a direct impact on the students' listening effect. The most important thing is that it will affect the students' interest and self-confidence in learning English, and it will be detrimental to the healthy development of the students. English teaching in large class size teaching also has a bad effect on teachers. Teachers have a lot of workload and work pressure, so they can not make the teaching goal really carry out, and the relationship between home and school is tense. All this will affect teachers' professional identity and happiness. Finally, the thesis puts forward some suggestions from three aspects: education administration department, large class school and English teacher themselves: education administrative department can macro-control the allocation of educational resources; Schools and education administrative departments communicate and divert students, control the number of students, and reduce the number of classes held by English teachers. English teachers in primary schools can integrate teaching materials according to the actual teaching conditions and enter the classroom in actual life situations. Group evaluation of classroom management, one-to-one after class, effective use of online homework, home and school co-construction, joint management.
【学位授予单位】：云南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G623.31
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本文编号：1591870