任务型教学法对培养学前教育专业学生幼儿英语教学创新能力有效性的实证研究

发布时间：2024-04-14 07:10

　　创新能力是二十一世纪关键能力之一,创新人才是社会亟需的人才,而创新人才的培养需要教师创新,创新教育的前提教育创新。我国正在逐步从职教大国向职教强国迈进,非常重要的一点就是要提高职业教育的创新能力。与此同时,我国的学前教育实现了跨越式发展,幼儿创新教育已逐渐成为幼教界实践与研究的热点。然而从实际情况和调查分析可以看出,当前幼儿教师创新能力不足,严重阻碍了幼儿创新教育的开展。因此,职业教育必须适应现代社会对人才的要求,培养大量创新型幼儿教师,从而促进我国幼儿教育质量的进一步提高。为进一步提升学前教育专业学生创新能力,尤其是幼儿英语教学创新能力,笔者在幼儿英语口语课程教学中,运用任务型教学法,并融入教师“创新性教学”和学生“创造性学习”的理念,试图探索培养学前专业学生幼儿英语教学创新能力的有效途径,并在此基础上提出两点假设:1)在幼儿英语口语教学中运用任务型教学法,能提高学前教育专业学生幼儿英语口语水平;2)任务型教学法能激发学前教育专业学生“创造性学习”的能力,并且进一步转化为幼儿英语教学创新能力。笔者重点展开了对任务型教学法在培养学前教育专业学生幼儿英语教学创新能力有效性方面的研究。笔者...

【文章页数】：87 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
    1.1 Motivation for the study
    1.2 The significance of the study
    1.3 Research questions and hypotheses
    1.4 The structure of the thesis
Chapter 2 Literature Review
    2.1 A general introduction to OEFTKK
    2.2 Research on the teaching methods for OEFTKK teaching
        2.2.1 The traditional 3P teaching method
        2.2.2 Task-based Teaching Approach
    2.3 Research on creativity and innovation
        2.3.1 The definition of creativity and innovation
        2.3.2 The relationship between innovation and creativity
        2.3.3 Conditions for innovation and creativity
    2.4 Research on innovative teaching and creative learning
        2.4.1 Innovative teaching
        2.4.2 Creative learning
        2.4.3 The relationship between innovative teaching and creative learning
    2.5 Research on fostering students' innovation ability abroad and home
        2.5.1 Studies overseas
        2.5.2 Studies at home
Chapter 3 Research Design
    3.1 Research subjects
    3.2 Research instruments
        3.2.1 Test Paper
        3.2.2 Questionnaires
    3.3 Procedure of the experiment
    3.4 The teaching method applied in CC
    3.5 The teaching method applied in EC
        3.5.1 An introduction to TBA applied in EC
        3.5.2 The teacher's innovative teaching in the TBA model
        3.5.3 The students' creative learning in the TBA model
Chapter 4 Results and Discussion
    4.1 Results from Post-test in EC and CC
        4.1.1 Results from Post-test of teaching practice in EC and CC
        4.1.2 Results from Post-test of lesson planning in EC and CC
    4.2 A case study on the teaching plan of students in EC and CC
    4.3 Discussion of the research questions
Chapter 5 Conclusion
    5.1 Major findings of the study
    5.2 Implications of the study
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ
Appendix Ⅷ
在校期间发表的论文及科研成果
Acknowledgements



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