初中英语课堂教学设计中核心素养目标的确定

发布时间：2018-02-26 10:12

本文关键词： 初中英语教学设计目标设计核心素养　出处：《合肥师范学院》2017年硕士论文　论文类型：学位论文

【摘要】：教学设计中,需要对特定单元的课堂教学的目标、课堂教学的各环节,有合乎逻辑的设计,需要对本课教学是否实现目标有所关照。只有关注了这些基本节点的教学设计才有可能保证教学实施的科学性。核心素养包含语言能力,文化品格,思维品质和学习能力这四个维度。核心素养的提出,为课堂教学指明了方向。用核心素养来梳理培养目标,可以矫正过去“重知识、轻能力、忽略情感态度价值观的教育偏失”。所以本选题具有较鲜明现实意义。有关教学目标设计,收集到的文献显示,目前国内的研究主要是对理论的梳理和深入探讨,在具体结合某一门学科,尤其是英语学科对课堂教学目标设计进行的研究还不足。有关核心素养,国内的研究主要集中在核心素养的内涵、重要性与素质教育的关系,对核心素养目标设计在课堂教学设计中如何体现的研究较少。本课题研究初中英语课堂教学设计中对核心素养目标的设定,通过文本分析、访谈和专题观察来研究课堂教学目标设计实践中核心素养的落实情况,是否合理,是否可操作,存在什么问题及原因等。本文以英语学科核心素养,全人教育,有效教学理论,教学目标分类理论,教学目标陈述理论为理论基础,采用分析法,课堂观察法和访谈法,分析了12篇初中英语课堂教学目标设计,并对这12篇初中英语教师的目标设计的的课堂进行了观察,对初中英语教师进行了访谈。探究并总结出当下英语教师对于核心素养目标的看法,当前的英语课堂目标设计中对核心素养的体现情况:1.语言能力上知识的讲解割裂,对能力的培养较少。2.文化品格渗透流于形式。3.思维品质集中在记忆上,缺乏其他能力的培养。4.学习能力上注重知识学习,其他的学习能力被忽略。以及当前初中英语教学目标设计中存在的主要问题是:1.过度强调语言知识目标,三维目标不完整且割裂。2.情感目标牵强生硬不好操作。3.并没有将核心素养与目标设计结合起来。本文并归纳出上述问题的主要原因:1.相对于学生的全面发展,教师更加关注考试结果。2.目标设计对课程效果的决定性影响还没有引起教师的足够重视。3.教师对核心素养的理解不够深,还不能将核心素养与目标设计相结合。本文并针对这些问题和原因尝试给出建议。
[Abstract]:In teaching design, it is necessary to have a logical design for the objectives of classroom teaching in specific units, and for each link of classroom teaching. Only by paying attention to the teaching design of these basic nodes can we guarantee the scientific nature of the teaching implementation. The core accomplishment includes language ability, cultural character, and so on. The four dimensions of thinking quality and learning ability. The presentation of core literacy points out the direction of classroom teaching. Combing the cultivation goal with core literacy can correct the past "emphasis on knowledge, not ability," Neglecting the educational bias of emotional attitude and values ". Therefore, this topic has a distinct practical significance. Regarding the design of teaching objectives, the literature collected shows that the current domestic research is mainly to comb and deeply discuss the theory. The research on classroom teaching objective design in a certain subject, especially in English, is not enough. The research on core literacy is mainly focused on the connotation of core literacy and the relationship between importance and quality education. There is little research on how to embody the core literacy goal design in the classroom teaching design. This paper studies the setting of the core literacy goal in the junior middle school English classroom teaching design, through the text analysis, Interviews and special observations are used to study the implementation of core literacy in classroom teaching objective design, whether it is reasonable, whether it is operable, what problems exist and why. This paper uses the core literacy of English subjects, whole-person education, effective teaching theory, etc. Based on the classification theory of teaching objectives and the theory of statement of teaching objectives, this paper analyzes the design of teaching objectives in 12 junior middle school English classes by means of analysis, classroom observation and interview. This paper also makes an observation of the 12 English teachers' goal design in junior middle school, and interviews with them to find out their views on the goal of core accomplishment. The embodiment of Core Literacy in current English classroom goal Design: 1. The explanation of language competence is divided, and the cultivation of competence is less. 2. Cultural character permeates into form .3.Thinking quality is concentrated on memory. Lack of other abilities. 4. Pay attention to knowledge learning in learning ability, neglect other learning ability, and the main problem in the design of English teaching goal in junior high school is: 1. Overemphasize language knowledge goal. 3D target is incomplete and fragmented .2. emotional target is far from rigid and difficult to operate .3.There is no combination of core accomplishment and goal design. This paper also concludes the main reason of the above question: 1.Compared with the overall development of students. Teachers pay more attention to test result .2.The decisive effect of goal design on curriculum effect has not been paid enough attention by teachers. 3. Teachers' understanding of core accomplishment is not deep enough. It is not possible to combine core literacy with goal design. This paper also tries to give some suggestions for these problems and reasons.
【学位授予单位】：合肥师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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