上海市小学英语单元整体教学设计的调查与研究
发布时间：2019-06-25 14:14
【摘要】：单元整体教学的萌芽最早产生于十九世纪末的欧美。十九世纪末至二十世纪初,欧美兴起了新教育运动,其主导人物德克乐利提出了教学“整体化”和“兴趣中心”的原则。单元整体教学设计自产生以来一直处于不断地发展之中。在新课程改革的背景下,它需要回归到人的整体发展这一本质和初衷上来,以适应新的条件下的英语教学。现行《牛津英语》教材是按“话题—功能—结构—任务”体系编写的,每个单元围绕一个话题展开语言训练。教材是相对固定的,教学情境却是经常变化的。这就要求教师根据某一个单元,着重研究牛津英语新教材单元整体教学的策略,整体制定该单元的教学目标要求并细化其分课时的具体目标,整体组织单元的教学内容,整体安排单元教学时间,整体设计单课教学过程和方法,整体设计相关的单元主题活动作业,并进行评价反馈,在评价基础上再次反思重建。本文共分四个章节。第一章分析了单元整体教学设计的历史沿革和研究现状,并通过理论和文献研究提出单元整体教学设计的理论基础,及对相关概念进行了阐述。第二章从时下的教学现状分析提出单元整体教学设计目前使用情况及特点。第三章阐述了单元整体教学设计的主要步骤,提出了单元整体教学设计的基本模式。并通过具体的课例详述解读单元整体,如何确立单课话题,确定单元和单课目标,再构单元与单课文本,建构单元教学的框架的具体实施策略。第四章总结提出了单元整体教学设计的实施效果和优劣势,以使它能够在未来的英语教学中进一步得到发展和完善,从而为改善目前的小学英语教学现状发挥更大的效益。本文主要通过文献研究法、观察法、访谈法、案例分析法等围绕小学英语单元整体教学设计的调查以及如何进行小学英语单元整体教学设计这两大问题进行论述,力图清楚阐述单元整体教学设计的内涵、性质、特征和实施的意义,对小学英语单元整体教学设计的实施过程进行说明,总结小学英语单元整体教学设计的优势与局限,希望能对小学英语的课堂教学提供一些借鉴。
[Abstract]:The budding of unit overall teaching originated in Europe and the United States at the end of the 19th century. From the end of the 19th century to the beginning of the 20th century, a new educational movement emerged in Europe and the United States, and its leading figure, Dexley, put forward the principles of "integration" and "center of interest" in teaching. The overall teaching design of the unit has been in continuous development since it came into being. In the context of the new curriculum reform, it needs to return to the essence and original intention of the overall development of human beings in order to adapt to the new conditions of English teaching. The current Oxford English textbook is written according to the "topic-function-structure-task" system, and each unit carries out language training around one topic. The teaching material is relatively fixed, but the teaching situation is constantly changing. This requires teachers to study the overall teaching strategy of Oxford New English textbook unit according to a certain unit, formulate the teaching objectives of the unit as a whole and refine the specific objectives of the unit when divided into classes, organize the teaching content of the unit as a whole, arrange the teaching time of the unit as a whole, design the teaching process and method of the single course as a whole, design the relevant unit subject activity homework as a whole, and carry on the evaluation feedback. On the basis of evaluation, we should reflect on reconstruction again. This paper is divided into four chapters. The first chapter analyzes the historical evolution and research status of the whole teaching design of the unit, and puts forward the theoretical basis of the whole teaching design of the unit through theoretical and literature research, and expounds the related concepts. The second chapter analyzes the current teaching situation and puts forward the current use and characteristics of the overall teaching design of the unit. The third chapter expounds the main steps of the whole teaching design of the unit, and puts forward the basic mode of the whole teaching design of the unit. Through the concrete class example, how to establish the single course topic, determine the unit and the single course goal, reconstruct the unit and the single course text, construct the concrete implementation strategy of the unit teaching framework. The fourth chapter summarizes the implementation effect and advantages and disadvantages of the overall teaching design of the unit, so that it can be further developed and improved in the future English teaching, so as to play a greater role in improving the current situation of English teaching in primary schools. This paper mainly discusses the investigation of the overall teaching design of English units in primary schools and how to carry out the overall teaching design of English units in primary schools through the methods of literature research, observation, interview and case analysis, and tries to explain clearly the connotation, nature, characteristics and significance of the overall teaching design of English units in primary schools, and explains the implementation process of the whole teaching design of English units in primary schools. This paper summarizes the advantages and limitations of the overall teaching design of primary school English units, and hopes to provide some reference for primary school English classroom teaching.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31
本文编号：2505743
[Abstract]:The budding of unit overall teaching originated in Europe and the United States at the end of the 19th century. From the end of the 19th century to the beginning of the 20th century, a new educational movement emerged in Europe and the United States, and its leading figure, Dexley, put forward the principles of "integration" and "center of interest" in teaching. The overall teaching design of the unit has been in continuous development since it came into being. In the context of the new curriculum reform, it needs to return to the essence and original intention of the overall development of human beings in order to adapt to the new conditions of English teaching. The current Oxford English textbook is written according to the "topic-function-structure-task" system, and each unit carries out language training around one topic. The teaching material is relatively fixed, but the teaching situation is constantly changing. This requires teachers to study the overall teaching strategy of Oxford New English textbook unit according to a certain unit, formulate the teaching objectives of the unit as a whole and refine the specific objectives of the unit when divided into classes, organize the teaching content of the unit as a whole, arrange the teaching time of the unit as a whole, design the teaching process and method of the single course as a whole, design the relevant unit subject activity homework as a whole, and carry on the evaluation feedback. On the basis of evaluation, we should reflect on reconstruction again. This paper is divided into four chapters. The first chapter analyzes the historical evolution and research status of the whole teaching design of the unit, and puts forward the theoretical basis of the whole teaching design of the unit through theoretical and literature research, and expounds the related concepts. The second chapter analyzes the current teaching situation and puts forward the current use and characteristics of the overall teaching design of the unit. The third chapter expounds the main steps of the whole teaching design of the unit, and puts forward the basic mode of the whole teaching design of the unit. Through the concrete class example, how to establish the single course topic, determine the unit and the single course goal, reconstruct the unit and the single course text, construct the concrete implementation strategy of the unit teaching framework. The fourth chapter summarizes the implementation effect and advantages and disadvantages of the overall teaching design of the unit, so that it can be further developed and improved in the future English teaching, so as to play a greater role in improving the current situation of English teaching in primary schools. This paper mainly discusses the investigation of the overall teaching design of English units in primary schools and how to carry out the overall teaching design of English units in primary schools through the methods of literature research, observation, interview and case analysis, and tries to explain clearly the connotation, nature, characteristics and significance of the overall teaching design of English units in primary schools, and explains the implementation process of the whole teaching design of English units in primary schools. This paper summarizes the advantages and limitations of the overall teaching design of primary school English units, and hopes to provide some reference for primary school English classroom teaching.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31
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