全身反应法对提高幼儿英语学习兴趣的影响

发布时间：2018-06-21 22:41

本文选题：教学法 + 全身反应法　；参考：《河南大学》2016年硕士论文

【摘要】：随着英语学习的低龄化,幼儿英语教育在全国各个地区逐步兴盛起来。家长们也从“孩子在幼儿园就学习英语会影响小学学习拼音”的思想转变为“孩子在幼儿园时期不学习英语就会落后于同龄的孩子”。美国耶鲁大学的一位心理学家通过分析研究认为,讲两种语言的幼儿比仅会讲一种语言的幼儿,在脑子的灵活性和解决问题的能力方面均有优势。随着家长对幼儿英语教育越来越重视,各种各样的英语培训机构也如雨后春笋般层出不穷,各个培训机构选择的教学方法也不尽相同。经网上对教学法的调查显示,目前我国各类幼儿英语培训机构所用的教学法有情景法、交际法、浸入式教学法等。如今幼儿英语教学潮流以全英教学为宣传口号,力图在全英语境中培养孩子的英语思维和语感,所以大多数培训机构选择浸入式教学法作为幼儿英语教学的主要教学法。然而,浸入式教学法虽能创造良好的语境和英语学习氛围,但在实际应用过程中没有充分考虑儿童的生理、心理特征和时机需求,直接导致大部分幼儿过早失去了对英语的兴趣。兴趣是最好的老师,爱玩是孩子的天性。这句话充分说明了要想使幼儿学习好英语,最重要的是要提高他们对英语的兴趣,使孩子们在轻松的环境和愉快的心情下学习。从心理学上讲,人在幼儿时期的注意力是“不随意注意”,不受思想意识的控制,这也就是说幼儿只对能引起他们兴趣的事物加以关注,所以在幼儿英语教育方面,提高他们对英语的兴趣是教学实施和学习效果如何的重中之重。全身反应法(TPR)是美国心理学教授詹姆斯·阿士尔于20世纪60年代提出的。这种教学法立足于儿童生理和心理特征,能捕捉学生的注意力,从而提高他们的学习兴趣。本文通过全身反应法在幼儿英语教学中的应用,从而探究这种教学方法与儿童学习英语兴趣之间的联系,更好的提高儿童学习英语的兴趣。全文分为六个部分,各部分具体内容如下:第一章是引言,分析了幼儿英语教育的现状以及本文的研究意义。现代中国英语教育越来越低龄化,幼儿英语也越来越受到人们的关注,但是幼儿作为一个受教育的特殊群体,学习年龄过低和注意力不受控制成为教学中的难题。找到一个能提高幼儿学习英语兴趣的教学法成为了教育是否成功的关键。本章中同时也介绍了研究问题和文章结构。第二章是本文的文献综述。在这一章中,作者在国外与国内两大方面分别呈现了幼儿英语教学中的四种常用教学法的研究现状。这四种教学法分别是情景法、交际法、浸入式教学法和全身反应法。本文对这四种教学法的起源、特点以及在实际教学中的应用作了逐一介绍。第三章阐述了全身反应法的理论框架,兴趣的定义以及全身反应法与学习兴趣的联系。这种教学法提出基本原则有四项,第一项是让第二语言进入学生的右半脑。第二项是以“听——做动作”为主要教学组织形式。第三项是教师所教授的语言形式以祈使句为主,带动其他句型。第四项是对学生的错误采取宽容的态度。在这些基本原则指导下,全身反应法最大的优势是能在课堂上最大程度的吸引学习者的注意力,从而提高其学习兴趣。这正是幼儿英语教学中所需要的关键点。国内外的许多学者已经做了关于全身反应法在儿童或是成人学习中的研究,但这些研究大多数是关于课堂教学实施方面,对于全身反应法对幼儿学习兴趣的影响方面研究相对缺乏。因此,本研究试图在全身反应法的基本原则和实施的基础上,探究全身反应法与儿童英语学习兴趣之间的关系。因为“兴趣”是一个相对抽象的名词,在本文研究中被具体化为三个方面:第一方面是课堂纪律,第二方面是学习积极性,第三方面是学习效率。全身反应法和兴趣的联系也体现在以上三个方面。第四章作者列出了具体的实验方法和步骤。与此同时,作者在本章提出了四个假设:第一,课堂纪律、学习积极性和学习效率是反映幼儿英语学习兴趣的三个因素;第二,与浸入式教学法相比,全身反应法教学模式可以营造一个良好的课堂氛围;第三,与浸入式教学法相比,全身反应法教学模式更能激发孩子们上课的积极主动性;第四,全身反应法教学模式更能提高孩子们学习英语的效率。针对这几个问题,作者设计出了研究方案,包括课堂记录、测试和问卷调查。第五章是对实验收集到的数据做分析和统计。作者在开封市洪恩幼儿英语学校开展了为期三个月的试验调查来验证全身反应法是否能有效提高幼儿英语学习兴趣。实验对象来自一年级和二年级,每个年级两个班,共69名学生。其中每个年级有一个班是实验班,所用教学法是全身反应法;另外一个班是控制班,用浸入式教学法。每个班级在实验开始前和结束后都对学生做了试卷测验,对家长做了问卷调查,在整个三个月实验过程中教师对每堂课做了课堂情况记录。最后作者对这三个方面收集的信息做了分析统计与对比。从这些数据中作者发现,实验班和控制班的学习水平在实验前没有明显的差异:但在实验后,实验班比控制班取得了更大的进步。这就证明了全身反应法在提高幼儿英语学习兴趣方面有显著的效果。第六章是本次实验的结论。总结出本次实验的主要发现,通过实验所得到的数据对比证明,通过全身反应法在幼儿英语教学中的应用,确实能有效的提高幼儿学习英语的兴趣和积极性。同时分析了实验存在的局限性,其中包括实验人数,时间以及其他影响课堂因素的局限性。最后提出对未来实验的建议,建议用更长的时间做实验,把实验群体数量扩大,而且指出全身反应法作为一种有效的教学法,不仅仅可以应用幼儿应用教学,更应该应用到更广阔的实验群体上。
[Abstract]:With the aging of English learning, children's English education is gradually flourishing in all parts of the country. Parents have also changed from "children in kindergarten learning English will affect primary school learning and pinyin" to "children who do not learn English in kindergarten will lag behind their peers". A psychology at Yale University in the United States of America According to the analysis, the young children who speak two languages have more advantages than children who speak only one language. As parents pay more and more attention to children's English education, all kinds of English training institutions have sprung up like bamboo shoots after the rain, and the various training institutions choose to teach. The study method is not the same. Through the survey on the online teaching method, the teaching methods used in all kinds of English training institutions in our country are situational, communication and immersion teaching. Nowadays, the teaching trend of children's English teaching is the slogan of the whole English teaching, trying to cultivate the children's English thinking and language sense in the whole English language. Most training institutions choose immersion teaching as the main teaching method for children's English teaching. However, although immersion teaching method can create a good context and English learning atmosphere, the physical, psychological characteristics and the opportunity demand of children are not fully taken into account in the practical application process, which directly causes most of the children to lose their English prematurely. Interest. Interest is the best teacher, playing is a child's nature. This sentence fully illustrates that the most important thing to make a child to learn good English is to improve their interest in English and to make children learn in a relaxed environment and happy mood. In psychology, the attention of the child is "unwillingness to pay attention" to the children. Under the control of ideological consciousness, that is to say that children only pay attention to things that can arouse their interest, so it is the most important thing to improve their interest in English teaching and the effect of learning in children's English education. The general response method (TPR) is James Bsher, a professor of cardiologies in the United States in 1960s. This teaching method, based on the physiological and psychological characteristics of children, can capture students' attention and improve their interest in learning. This paper, through the application of the general response method in children's English teaching, explores the connection between this teaching method and children's interest in learning English, and better improve children's interest in learning English. The full text is divided into six parts, the specific contents of each part are as follows: the first chapter is an introduction, which analyzes the present situation of children's English education and the significance of the study. The modern Chinese English education is becoming more and more low and the children's English is getting more and more attention. However, as a special group of education, young children have low learning age and note. In this chapter, the second chapter is a literature review of this article. In this chapter, the author presents young children in two aspects of the country and in the country, respectively. The research status of four common teaching methods in English teaching. The four methods are scenario, communication, immersion teaching and systemic reaction. This article introduces the origin, characteristics and application of the four teaching methods one by one. The third chapter expounds the theoretical framework of the whole body response method and the definition of interest. There are four basic principles in this teaching method, the first is to let the second language enter the right half of the student's brain. The second is to "listen to the action" as the main teaching form. The third is the language form taught by the teacher to the imperative sentence, and the other fourth items. Under the guidance of these basic principles, the greatest advantage of the general response method is to attract the attention of the learners to the greatest extent in the classroom, thus improving their interest in learning. This is the key point needed in the teaching of children's English. Many scholars at home and abroad have done a general response to the whole body. Most of these studies are on the study of children or adult learning, but most of these studies are about the implementation of classroom teaching and the lack of research on the effect of general response on children's learning interest. The relationship between interest, because "interest" is a relatively abstract noun. In this study, it is concretely translated into three aspects: the first is class discipline, the second is learning enthusiasm, the third is the learning efficiency. The relationship between the general response method and interest is also embodied in the above three aspects. The fourth chapter the author lists the concrete. At the same time, the author puts forward four hypotheses in this chapter: first, class discipline, learning enthusiasm and learning efficiency are the three factors reflecting the interest of children's English learning. Second, compared with the immersion method, the whole body response method can create a good classroom atmosphere; third, and immersion teaching. Compared with the method, the whole body reaction teaching model can stimulate the initiative of children in class. Fourth, the whole body reaction method teaching model can improve the children's efficiency in learning English. The author has designed the research program, including the classroom records, the test and the questionnaire survey. The fifth chapter is the data to be collected by the experiment. Analysis and statistics. The author conducted an experimental survey of three months at Hong En children's English school in Kaifeng City to verify whether the general response method can effectively improve children's interest in English learning. The subjects are from grade one and grade two, and two classes in each grade, with a total of 69 students. One class in each grade is an experimental class, and the teaching method is used. It's the whole body reaction method; the other class is the control class, using the immersion teaching method. Each class has done a test paper test to the students before and after the experiment, and the parents do a questionnaire survey. During the whole three months, the teacher did the class record for each class. Finally, the author did the information collected in the three aspects. The author finds that there is no obvious difference between the experimental class and the control class before the experiment. But after the experiment, the experimental class has made more progress than the control class. This proves that the whole body reaction method has a significant effect on improving the interest of children's English learning. The sixth chapter is the experiment. The main findings of this experiment are summarized. Through the comparison of the data obtained by the experiment, the application of the whole body reaction in the teaching of children's English can effectively improve the interest and enthusiasm of the children in English learning. Meanwhile, the limitations of the experiment are analyzed, including the number of experiments, time and other effects. The limitations of the classroom factors. Finally, suggestions for future experiments are put forward. It is suggested that a longer time be used to do experiments to enlarge the number of experimental groups, and it is pointed out that the general reaction method, as an effective teaching method, not only can be applied to children's Applied Teaching, but also should be applied to a wider group of experimental groups.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G613.2

【参考文献】