吴忠回族儿童英语浸入式教学实验研究

发布时间：2018-06-15 02:45

本文选题：英语浸入式 + 教学实验　；参考：《西北师范大学》2003年硕士论文

【摘要】： 始于20世纪60年代加拿大的浸入式教学是指用非学习者母语的语言作为直接教学语言的教学模式。在我国开展英语浸入式教学则是指通过最大限度地将英语作为教学语言，对母语为汉语的儿童进行各种教学活动，使他们在幼儿园或学校期间被浸泡在第二语言——英语的语言环境中，从而达到熟练掌握英语的目的。将儿童置于英语语言环境中的“浸泡”并非盲目与随意的，而是一种有目标、有层次的教学过程。它与传统的以英语作为第二语言教学的最大不同在于浸入式教学是以英语作为教学用语贯穿于各门课程，各个阶段的教学过程中，强调在自然真实的生活环境中教师用英语与儿童进行实际的、有意义的知识交流，而传统英语教学仅仅将英语作为一门独立的课程来教学，并将重点放在对第二语言本身知识的传播与技能的培养上。儿童英语浸入式教学实验就是依据浸入式教学原理，让儿童从小浸泡在英语环境中，用第一语言(主要是无意识习得)的方法和利用儿童语言敏感期的优势，无意识与牢固地学习英语。本实验以宁夏吴忠师范幼儿园82位5岁到6岁的儿童为研究对象，采用英语浸入式教学方法开展教学，并在3个月后将其与用传统英语教学方法开展教学的控制班儿童(对照组，由28位5岁到6岁的儿童组成)进行比较，旨在探索适合少数民族地区儿童英语学习的有效教学模式。论文运用定量(学习成绩的检验、相关分析与问卷调查)和定性(观察、访谈)的研究方法，对儿童英语浸入式教学进行分析、研究，发现在儿童方面：1、学习英语的兴趣得到了较大的激发；2、儿童学习英语的态度更加积极；3、出勤率有很大的提高；4、儿童能在恰当的情景中不自觉使用英语。在教师方面：1、通过培训与教学，英语教学的自信心加强；2、强烈意识到必须加强自身的英语学习；3、对儿童英语浸入式教学更加了解，并努力渗透到各门学科中，在取得效果的同时，一些消极因素与问题也不容忽视与乐观，如在儿童方面：1、儿童个体差异较大；2、由于班额过大，部分学生精神涣散，精力不集中，易养成一些不良学习习惯。教师方面：教师压力仍然很大，部分学科不能很好的完成教学任务；教材方面：无具体、恰当、适合的教材，给教学带来一定难度。最后，笔者依据实验的实施与结果，对儿童英语浸入式教学在少数民族欠发达地区的开展提出一些建议：1、教师要面向全体儿童，充分重视儿童的个体差异；2、缓解教师压力，，切实加强师资培训，做好教师职前与在职培训；3、加强浸入式教学法的集中培训；4、尽快提供适合西部少数民族地区儿童英语浸入式教学的各类教材。
[Abstract]:Immersion teaching, which began in Canada in the 1960s, refers to the mode of direct teaching in which the language of the non-learner 's mother tongue is used as the direct language of instruction. English immersion teaching in China refers to the teaching activities of children whose mother tongue is Chinese by using English as the medium of instruction to the maximum extent possible. They are immersed in a second language, English, in kindergarten or school, so that they can master English. The immersion of children in English language environment is not blind and random, but a purposeful and hierarchical teaching process. The biggest difference between it and traditional English as a second language teaching lies in the fact that immersion teaching takes English as the teaching language to run through various courses and stages in the teaching process. Emphasizing that in the natural and real living environment, teachers use English for practical and meaningful knowledge exchange with children, while traditional English teaching only teaches English as an independent course, Emphasis is placed on the dissemination of knowledge and the development of skills in the second language itself. The experiment of children's English immersion teaching is based on the principle of immersion teaching, which allows children to immerse in English environment from childhood, use the method of first language (mainly unconscious acquisition) and the advantage of children's language sensitive period. Learn English unconsciously and firmly. In this study, 82 children aged 5 to 6 years old in Ningxia Wu Zhong normal School were studied, and English immersion teaching method was used to carry out the teaching. After 3 months, they were compared with the control class (control group, composed of 28 children aged 5 to 6 years) who were taught by traditional English teaching method. The purpose of this paper is to explore an effective teaching model for children in minority areas. In this paper, quantitative (test of academic achievement, correlation analysis and questionnaire) and qualitative (observation, interview) research methods are used to analyze and study children's English immersion teaching. It is found that in the case of children: 1, the interest in learning English is greatly stimulated, the attitude of children learning English is more active, the attendance rate is greatly improved, and children can use English involuntarily in appropriate situations. On the teacher's side: 1, through training and teaching, the self-confidence of English teaching has been strengthened, and I am keenly aware of the need to strengthen my own English learning, to have a better understanding of children's English immersion teaching, and to work hard to penetrate into various subjects. While achieving results, some negative factors and problems should not be ignored and optimistic. For example, in the case of children, there is a great difference between children at 1: 1. As a result of excessive class size, some students are distracted and unable to concentrate. It is easy to form some bad study habits. Teachers: teachers are still under great pressure, some subjects can not complete the teaching task very well; the teaching materials: there are no specific, appropriate, suitable teaching materials, which brings some difficulties to the teaching. Finally, according to the implementation and results of the experiment, the author puts forward some suggestions on the development of children's English immersion teaching in minority underdeveloped areas. Teachers should face all children, pay full attention to the individual differences of children and relieve teachers' pressure. We should strengthen teacher training, do a good job of pre-service and on-the-job training, strengthen the intensive training of immersion teaching method, and provide all kinds of teaching materials suitable for children's English immersion teaching in western minority areas as soon as possible.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2003
【分类号】：G613

【引证文献】