微课在高三英语语法复习课中的应用研究
发布时间：2021-11-05 10:48
语法是语言的形式、意义与语言使用的动态体系（Yule,2002）。普通高中英语课程标准（2017版）中明确了语言能力的基础地位并指出语言能力的学习不仅是语音、词汇和语法的学习,而且是语篇知识和语用知识的掌握。然而,在高中英语语法复习课中,有些语法教学强调语言知识和语法规则的识记与大量的题型操练,忽视了语法的语用功能,使学生失去了学习兴趣,教学效果甚微。微课,是在新课程标准的指导下整合课堂教学的某个知识点或学习方法运用而生的以视频教学为主的教育辅助手段。微课旨在激发学生的学习兴趣,培养学生自主学习能力,符合学习者的需求。本研究以微课辅助高三英语语法复习课为切入口,旨在验证以下假设:1.微课能够激发学生对于高三英语语法复习的兴趣。2.微课辅助下的英语语法复习能有效提高学生的语法成绩。本研究通过对微课相关理论和实践的研究和分析,采用问卷调查法,访谈法和实验法,选取巴彦淖尔市第一中学高三年级的两个平行班15班（46人,实验班）和16班（49人,对照班）为研究对象,进行为期三个月的教学实验。实验的前两周,笔者重新将语法知识体系系统化并编制了相应的十个语法复习学案,同时编辑了每个学案下的2-3个针...
【文章来源】：内蒙古师范大学内蒙古自治区
【文章页数】：100 页
【学位级别】：硕士
【文章目录】：
中文摘要
abstract
Chapter1 Introduction
1.1 Background of the Research
1.1.1 The Demand of the Ordinary High School English Curriculum Standard
1.1.2 The Current Situation of Grammar Revision Lesson in Senior Three
1.1.3 The Demand of the Information Age
1.2 The Significance of the Thesis
1.2.1 Theoretical Significance
1.2.2 Practical Significance
1.3 The Structure of the Thesis
Chapter2 Literature Review
2.1 Key Definitions
2.1.1 Micro-lectures
2.1.2 Grammar Teaching
2.2 Previous Research at Home and Abroad
2.2.1 Previous Research at Home
2.2.2 Previous Research abroad
2.3 Theoretical Foundation
2.3.1 Constructivism Learning Theory
2.3.2 Effective Teaching Theory
Chapter3 Research Design
3.1 Research Hypothesis
3.2 Participants of the Experiment
3.3 Instruments of the Experiment
3.3.1 Questionnaire
3.3.2 Test
3.3.3 Interview
3.4 Experimental Plan
3.4.1 Experimental Aim
3.4.2 Experimental Material
3.4.3 Experimental Time
3.4.4 Teaching Method of the Experiment
3.4.5 Procedures of the Experiment
3.5 Teaching Case
3.5.1 The Resource of Micro-lectures
3.5.2 The Type and Design of micro-lectures
3.5.3 The teaching case of the implement of micro-lectures
Chapter4 Results and Discussions
4.1 Results of the Questionnaires
4.1.1 The result of students’Interest in Grammar Learning
4.1.2 The Result of Students’Interest in Grammar Learning Method
4.1.3 The Statistic Result of Students’Interest in Grammar Learning Effect
4.1.4 The Statistic Result of Students’Interest in Grammar Use
4.2 Results of the Tests
4.2.1 Analysis of the Pre-test
4.2.2 Analysis of the Post-test
4.2.3 Analysis of the Sentence Completion,Rational cloze,Proofreading, andComposition
4.3 Results of the Interview
4.4 Discussions
4.4.1 Effect of micro-lectures on students’grammar interest
4.4.2 Effect of micro-lectures on Students’grammar Scores
Chapter5 Conclusion and Prospect
5.1 Major Findings of This Study
5.2 Suggestions on the Application of micro-lectures
5.3 Limitations and Prospect
References
Appendix1 Questionnaire for Students before the Experiment
Appendix2 Questionnaire for Students after the Experiment
Appendix3 Grammar test before the experiment
Appendix4 Grammar test after the experiment
Appendix5 Outline of Interview with Students
Appendix6 Students’Interview Results in EC
Appendix7 Micro-lecture screenshot
Appendix8 students’learning plan-about Non-finite verb
Appendix9 keys to students’pre-test
Appendix10 keys to students’post-test
Appendix11 students’test score in pre-test in EC
Appendix12 students’test score in post-test in EC
Acknowledgement
【参考文献】：
期刊论文
[1]基于微课和APP的英语语法混合式教学模式研究[J]. 魏春梅. 科教文汇(下旬刊). 2019(10)
[2]运用课堂“翻转”教学高中英语语法——以“非谓语复习及写作运用”为例[J]. 朱雅红. 江苏教育. 2019(67)
[3]基于微课的翻转课堂教学模式在高中英语语法教学中的应用[J]. 赵继辉,郭永飞,陈延忠. 英语教师. 2019(12)
[4]基于新课程标准下的高中英语语法教学[J]. 吴迪. 校园英语. 2018(02)
[5]英语语法及其发展史[J]. 胡壮麟. 北京第二外国语学院学报. 2017(05)
[6]微课在初中英语复习课堂中的应用研究[J]. 吴柳萍. 文理导航(上旬). 2017(11)
[7]基于微课环境下高中英语语法教学新模式探究[J]. 汤雪珽. 校园英语. 2017(22)
[8]英语学科核心素养的实质内涵[J]. 程晓堂,赵思奇. 课程.教材.教法. 2016(05)
[9]微课环境在大学英语教学中的应用与思考[J]. 梁文. 黑龙江高教研究. 2016(02)
[10]知识复习型微课的设计与应用[J]. 伍文臣,王祥金. 数字教育. 2015(06)
硕士论文
[1]微课在高中英语语法教学中的应用研究[D]. 程心.重庆师范大学 2018
[2]引导—发现法在初中英语语法教学中的应用研究[D]. 陈丽艳.聊城大学 2018
[3]高三复习课的微课程设计及应用研究[D]. 谢刚.上海师范大学 2014
本文编号：3477654
【文章来源】：内蒙古师范大学内蒙古自治区
【文章页数】：100 页
【学位级别】：硕士
【文章目录】：
中文摘要
abstract
Chapter1 Introduction
1.1 Background of the Research
1.1.1 The Demand of the Ordinary High School English Curriculum Standard
1.1.2 The Current Situation of Grammar Revision Lesson in Senior Three
1.1.3 The Demand of the Information Age
1.2 The Significance of the Thesis
1.2.1 Theoretical Significance
1.2.2 Practical Significance
1.3 The Structure of the Thesis
Chapter2 Literature Review
2.1 Key Definitions
2.1.1 Micro-lectures
2.1.2 Grammar Teaching
2.2 Previous Research at Home and Abroad
2.2.1 Previous Research at Home
2.2.2 Previous Research abroad
2.3 Theoretical Foundation
2.3.1 Constructivism Learning Theory
2.3.2 Effective Teaching Theory
Chapter3 Research Design
3.1 Research Hypothesis
3.2 Participants of the Experiment
3.3 Instruments of the Experiment
3.3.1 Questionnaire
3.3.2 Test
3.3.3 Interview
3.4 Experimental Plan
3.4.1 Experimental Aim
3.4.2 Experimental Material
3.4.3 Experimental Time
3.4.4 Teaching Method of the Experiment
3.4.5 Procedures of the Experiment
3.5 Teaching Case
3.5.1 The Resource of Micro-lectures
3.5.2 The Type and Design of micro-lectures
3.5.3 The teaching case of the implement of micro-lectures
Chapter4 Results and Discussions
4.1 Results of the Questionnaires
4.1.1 The result of students’Interest in Grammar Learning
4.1.2 The Result of Students’Interest in Grammar Learning Method
4.1.3 The Statistic Result of Students’Interest in Grammar Learning Effect
4.1.4 The Statistic Result of Students’Interest in Grammar Use
4.2 Results of the Tests
4.2.1 Analysis of the Pre-test
4.2.2 Analysis of the Post-test
4.2.3 Analysis of the Sentence Completion,Rational cloze,Proofreading, andComposition
4.3 Results of the Interview
4.4 Discussions
4.4.1 Effect of micro-lectures on students’grammar interest
4.4.2 Effect of micro-lectures on Students’grammar Scores
Chapter5 Conclusion and Prospect
5.1 Major Findings of This Study
5.2 Suggestions on the Application of micro-lectures
5.3 Limitations and Prospect
References
Appendix1 Questionnaire for Students before the Experiment
Appendix2 Questionnaire for Students after the Experiment
Appendix3 Grammar test before the experiment
Appendix4 Grammar test after the experiment
Appendix5 Outline of Interview with Students
Appendix6 Students’Interview Results in EC
Appendix7 Micro-lecture screenshot
Appendix8 students’learning plan-about Non-finite verb
Appendix9 keys to students’pre-test
Appendix10 keys to students’post-test
Appendix11 students’test score in pre-test in EC
Appendix12 students’test score in post-test in EC
Acknowledgement
【参考文献】：
期刊论文
[1]基于微课和APP的英语语法混合式教学模式研究[J]. 魏春梅. 科教文汇(下旬刊). 2019(10)
[2]运用课堂“翻转”教学高中英语语法——以“非谓语复习及写作运用”为例[J]. 朱雅红. 江苏教育. 2019(67)
[3]基于微课的翻转课堂教学模式在高中英语语法教学中的应用[J]. 赵继辉,郭永飞,陈延忠. 英语教师. 2019(12)
[4]基于新课程标准下的高中英语语法教学[J]. 吴迪. 校园英语. 2018(02)
[5]英语语法及其发展史[J]. 胡壮麟. 北京第二外国语学院学报. 2017(05)
[6]微课在初中英语复习课堂中的应用研究[J]. 吴柳萍. 文理导航(上旬). 2017(11)
[7]基于微课环境下高中英语语法教学新模式探究[J]. 汤雪珽. 校园英语. 2017(22)
[8]英语学科核心素养的实质内涵[J]. 程晓堂,赵思奇. 课程.教材.教法. 2016(05)
[9]微课环境在大学英语教学中的应用与思考[J]. 梁文. 黑龙江高教研究. 2016(02)
[10]知识复习型微课的设计与应用[J]. 伍文臣,王祥金. 数字教育. 2015(06)
硕士论文
[1]微课在高中英语语法教学中的应用研究[D]. 程心.重庆师范大学 2018
[2]引导—发现法在初中英语语法教学中的应用研究[D]. 陈丽艳.聊城大学 2018
[3]高三复习课的微课程设计及应用研究[D]. 谢刚.上海师范大学 2014
本文编号：3477654
本文链接：https://www.wllwen.com/kejilunwen/ruanjiangongchenglunwen/3477654.html
