小学体验式英语教学问题研究

发布时间：2018-08-01 12:50

【摘要】：随着英语教学改革的不断深入,“体验式英语教学”作为一种全新的教学理念在教育界尤其是各高校越来越受到广泛的关注,广大教育工作者分别从不同的层面和视角进行了相关的研究,以寻求我国英语教育发展之路。笔者在总结和分析前人研究成果的基础上,结合自己在小学从教的实践经验,从小学体验式英语教学这一微观视角来分析体验式英语教学在小学英语教学实践中的应用价值及存在问题和原因,并试图探寻在“体验”理念指导下改善小学英语教学的有效途径,以期充分发挥体验式英语教学在小学教学中特有的功能,最大限度地提高英语教学的质量。本论文总体上分为五个部分。第一部分主要论述了有关体验、体验式教学、体验式英语教学的概念探源,及其内涵和现实意义,以便为本论文的后续研究奠定基础。第二部分主要论述了体验式英语教学研究的相关理论(现代语言学的相关论说、教育科学的现代认知及心理学关于动机与情绪的理论)及其对体验式英语教学的支撑作用,即从侧面论述了体验式英语教学之价值。第三部分是对当前小学体验式英语教学现状的调查,以期发现存在的问题,主要包括知其效而弃用、形式主义滥觞、教学效果偏差和教学评价单一。第四部分根据现状调查中发现的问题,从体验式教学内涵认知有误、教学素养偏低(体现在理论涵养差强人意、实践性知识储备不足和教研水平参差不齐)、教学过程不尽合理(体现在教学情境创设随意、教学活动缺乏设计、小组合作形式低效、教学控制与引导失当)和教学评价缺位等四个角度分析小学体验式英语教学现存问题的原因,以便在现实中找到症结所在。第五部分在前面两章的基础上,寻求解决途径,试图使体验式英语教学在小学英语教学中发挥更好的作用。主要包括:第一,要正确把握体验式英语教学的本质,要尊重和激发学生的自主性、厘清体验和经验的差异、生态环境和人文环境并重;第二,要提升教师教学素养,要升华教师精神境界、优化教师专业素质、提高教师教研水平;第三,要优化体验式教学过程,做到创设真实教学情境、精心设计教学活动、有效开展小组活动、科学调控教学过程;第四,要完善教学评价机制,主要包括更新评价观念、调整评价手段、充实评价主体。本文认为体验式英语教学是一种充满人文关怀、遵循学生身心发展规律的充满活力的英语教学模式,非常适合在小学英语教学中推广和使用。小学体验式英语教学的有效实施将进一步提升学生在英语教学中的主体地位,建立学生在英语学习中的良性体验,调动学生学习的主动性。小学体验式英语教学理论和实践的研究也将为进一步促进广大教育实践者转变教学观念及创新英语教学提供思路。
[Abstract]:With the deepening of English teaching reform, "experiential English teaching", as a new teaching concept, has attracted more and more attention in educational circles, especially in colleges and universities. In order to find the way of development of English education in China, educators have carried out relevant studies from different levels and perspectives. On the basis of summarizing and analyzing the previous research results, the author combines his own practical experience of teaching in primary school. From the microcosmic perspective of experiential English teaching in primary schools, this paper analyzes the application value, problems and reasons of experiential English teaching in primary English teaching practice. This paper also tries to explore an effective way to improve English teaching in primary schools under the guidance of "experience" in order to give full play to the unique functions of experiential English teaching in primary school teaching and to improve the quality of English teaching to the maximum extent. This paper is divided into five parts. The first part mainly discusses the concept of experience, experiential teaching, experiential English teaching, its connotation and practical significance, so as to lay a foundation for the follow-up study of this thesis. The second part mainly discusses the relevant theories of experiential English teaching (modern linguistics, modern cognitive and psychological theories on motivation and emotion) and its supporting role in experiential English teaching. This paper discusses the value of experiential English teaching. The third part is a survey of the current situation of experiential English teaching in primary schools, in order to find out the existing problems, including knowing its effect and abandoning its use, formalism, teaching effect deviation and single teaching evaluation. The fourth part is based on the problems found in the investigation of the current situation, from the experience of teaching connotation cognitive errors, teaching literacy is on the low side (reflected in the theory of self-preservation is not satisfactory, Lack of practical knowledge reserve and uneven teaching and research level), teaching process is not reasonable (reflected in the creation of teaching situation random, lack of design of teaching activities, the form of group cooperation is inefficient, This paper analyzes the causes of the existing problems in primary experiential English teaching in order to find the crux of the problem in reality from the four angles of improper teaching control and guidance) and the absence of teaching evaluation. The fifth part is based on the first two chapters, and tries to make the experiential English teaching play a better role in the primary school English teaching. It mainly includes: first, to correctly grasp the essence of experiential English teaching, to respect and inspire students' autonomy, to clarify the differences between experience and experience, and to pay equal attention to ecological environment and humanistic environment; second, to enhance teachers' teaching literacy. In order to sublimate teachers' spiritual state, optimize teachers' professional quality and improve teachers' teaching and research level, third, we should optimize the experiential teaching process, create real teaching situations, carefully design teaching activities, and effectively carry out group activities. Fourth, we should perfect the teaching evaluation mechanism, including renewing the evaluation concept, adjusting the evaluation means and enriching the evaluation subject. This paper holds that experiential English teaching is a dynamic English teaching model which is full of humanistic concern and follows the rules of students' physical and mental development. It is very suitable for the promotion and use of English teaching in primary schools. The effective implementation of experiential English teaching in primary school will further enhance students' main position in English teaching, establish students' positive experience in English learning, and arouse students' initiative in learning English. The research on the theory and practice of experiential English teaching in primary school will also provide some ideas for the general education practitioners to change their teaching ideas and innovate English teaching.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31

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