小学英语课堂文本再构教学实验研究

发布时间：2018-05-12 04:11

本文选题：文本再构 + 课堂有效性　；参考：《长春师范大学》2017年硕士论文

【摘要】：文本再构要求教师在深刻掌握教学要求和教学内容的基础之上,结合教学实际,通过删减、调整、整合等手段,创造出具备知识性、趣味性、易学性、实用性的教学素材。随着语篇教学的整体推进,广大教育工作者开始在小学英语课堂上进行着文本再构的探索。但从目前能够搜索到的资料看大都是期刊,多来自于教学经验和教学实践。大部分教师对于文本再构的理论研究缺乏切实可行的实施策略,缺乏相应的教学实验来论证文本再构的有效性。如何有效的再构文本,很多教师在实际教学中还有很多困惑。本文着重研究三个问题,现行的牛津小学英语教材文本有哪些特征?如何在小学英语课堂进行文本再构?课堂上采用文本再构,学生有哪些变化?研究过程中,笔者通过分析当前的教育现状提出小学英语课堂文本再构教学实验研究的背景和意义。通过浏览大量相关文献资料对文本再构理论的起源和发展进行研究,了解文本再构的理论基础,分析文本再构的实施原则,认识了文本再构对于提高课堂教学效果的作用。笔者还梳理了现行一到六年级的整套牛津小学英语教材,从知识性、趣味性和易学性对现行教材文本的现状进行研究和分析,发现教材有较大的灵活性和开放性。因此需要教师基于教材和所教授学生需求,对教材进行整合、改编和再构,来增强知识的复现率、化解难度,提高教学效率。基于此,本文立足于平时的教学实际,并根据文本再构在小学英语课堂的实施原则进行为期18周的实验研究,在实际教学中打破传统教育观念,运用问卷调查法、访谈法、实验对比法、测试法等多种方法,通过大量的具体课例详述了文本再构的过程以及具体教学模式。实验结束后,利用SPSS软件对所收集的问卷调查、学生成绩等实验数据进行分析,同时整理分析访谈记录,对文本再构在小学英语课堂的有效性加以实验论证。通过实验证明了文本再构可以激发学生学习英语的兴趣,促进学生养成良好的学习习惯。采用文本再构之后,英语课堂的活跃度、学生对于课堂的参与度、学生对于英语学习的认同度都有所提高,同时,文本再构可以帮助学生构建良好的学习策略,提高学生的英语基础知识素养和听、说、读、写技能,使学生具备综合运用英语的能力。在实验中,笔者通过对实际教学的不断反思,进一步改进文本、完善和总结适合自己学生的再构策略,为国内“文本再构”课堂教学的研究和实验提供参考。
[Abstract]:Text reconstruction requires teachers to create teaching materials with knowledge, interest, ease of study and practicability on the basis of deeply mastering teaching requirements and teaching contents, combining with teaching practice and by means of deleting, adjusting, integrating and so on. With the development of discourse teaching, educators begin to explore text reconstruction in primary English classroom. However, most of the materials that can be searched are periodicals, mostly from teaching experience and practice. Most teachers lack practical implementation strategies and teaching experiments to demonstrate the validity of text reconstruction. How to reconstruct the text effectively, many teachers still have a lot of confusion in the actual teaching. This paper focuses on three questions: what are the features of the current text of Oxford Primary School English textbooks? How to reconstruct the text in primary school English classroom? What changes do students have when text is restructured in class? In the course of the research, the author puts forward the background and significance of the experimental research on text reconstruction teaching in primary school English classroom by analyzing the current educational situation. This paper studies the origin and development of the text reconstruction theory through reviewing a large number of relevant literature materials, understands the theoretical basis of text reconstruction, analyzes the implementation principles of text reconstruction, and recognizes the role of text reconstruction in improving the classroom teaching effect. The author also combs the whole set of Oxford primary school English textbooks from the first to sixth grade, and studies and analyzes the current situation of the current textbooks from the aspects of knowledge, interest and ease of study, and finds that the textbooks have greater flexibility and openness. Therefore, it is necessary for teachers to integrate, adapt and reconstruct the teaching materials based on the needs of the teaching materials and the students they teach, in order to enhance the repetition rate of knowledge, resolve the difficulty and improve the teaching efficiency. Based on this, this paper bases on the normal teaching practice and carries out an 18-week experimental study according to the implementation principle of text re-construction in primary school English classroom. It breaks the traditional educational concept in the actual teaching, and applies the method of questionnaire survey and interview. Experiment contrast method, test method and many other methods, through a large number of concrete lessons, the text reconstruction process and specific teaching model are described in detail. At the end of the experiment, we use SPSS software to analyze the collected data, such as questionnaire survey, students' scores and so on. At the same time, we analyze the interview records and demonstrate the validity of the text reconstruction in the primary school English classroom. It is proved by experiments that text reconstruction can stimulate students' interest in learning English and promote students to develop good learning habits. After text reconstruction, the activity of English classroom, the participation of students in the classroom, and the students' acceptance of English learning are improved. Meanwhile, text reconstruction can help students to construct good learning strategies. Improve students' basic English literacy and listening, speaking, reading, writing skills, so that students have the ability of comprehensive use of English. In the experiment, through continuous reflection on the actual teaching, the author further improves the text, consummates and summarizes the reconstruction strategy suitable for his students, and provides a reference for the research and experiment of the "text reconstruction" classroom teaching in China.
【学位授予单位】：长春师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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