初中英语优质课导入活动观察研究

发布时间：2018-03-25 04:29

本文选题：初中英语　切入点：导入活动　出处：《聊城大学》2017年硕士论文

【摘要】：在英语课堂教学中,虽然课堂导入环节只占几分钟的时间,但的确是不可或缺的重要教学环节。导入活动设计得好,就能在第一时间引起学生的注意,营造有利于学生全身心投入的课堂氛围,还能激发学生的求知欲,激活学习者原有的知识储备,建立新旧知识点的衔接,从而提高课堂效率,并顺利达成整堂课的教学目标。然而在实际的教学中,英语课堂导入活动的设计存在不少问题,导入活动效果不尽如人意。因此,笔者借助课堂观察和脚本分析,对初中英语优质课导入活动进行研究,探索其特点,分析其机理,帮助常态课初中英语教师改进导入环节的教学。本研究以2015年第十一届全国初中英语课堂教学观摩课中30位英语教师的课堂实录为研究对象,以课堂观察为主要研究方法,以课堂实录脚本分析为辅助手段,以教师教学行为和学生学习行为为主要观察视角,以初中英语优质课导入活动的有与无、导入方法、导入活动的功能、导入活动中教师课堂话语的特征、学生的参与度、导入活动时长为主要观察点,借助《初中英语优质课导入活动观察量表》记录初中英语优质课课堂教学的实际情况,运用《导入活动的有与无及占比统计表》、《导入方法及占比统计表》、《导入活动的功能及占比统计表》、《导入活动中教师课堂话语的特征及占比统计表》、《导入活动中学生参与度及占比统计表》、《导入活动的时长及占比统计表》对教师课堂导入活动相关数据进行整理分类和统计,旨在了解初中英语优质课导入活动情况。同时,本文以皮亚杰的认知发生理论、加涅的信息加工学习理论以及奥苏伯尔的有意义接受学习理论为理论基础,探索初中英语优质课导入活动的特点,分析其优势,并为一线初中英语教师进行常态课导入活动的设计提供指导性建议。研究发现:初中英语优质课教师均重视导入活动;导入方法灵活多样;导入活动的功能多元;教师导入话语特征显明;导入活动中学生的参与度高;导入活动时长适度。针对以上研究结论,本文建议一线初中英语教师要确保“有课有导”;选择有针对性的导入方法;发挥不同的导入活动功能;强化教师自身课堂语言素养;提高学生在课堂导入活动中的参与广度和参与的积极态度;确保课堂导入活动时间适中。
[Abstract]:In English classroom teaching, although classroom introduction only takes up a few minutes, it is indeed an indispensable and important teaching link. If the introduction activity is well designed, it can attract students' attention in the first place. Creating a classroom atmosphere that is conducive to the students' devotion to the classroom can also stimulate the students' desire for knowledge, activate the learners' original knowledge reserve, and establish the link between the old and the new knowledge points, thus improving the classroom efficiency. However, in the actual teaching, there are many problems in the design of the English classroom introduction activities, and the results of the introduction activities are not satisfactory. Therefore, the author makes use of classroom observation and script analysis. This paper studies the activities of introducing high-quality English lessons in junior high school, explores its characteristics, and analyzes its mechanism. This study takes the classroom record of 30 English teachers in the 11th National Junior Middle School English classroom Teaching in 2015 as the research object, and takes classroom observation as the main research method. Taking the analysis of classroom recording script as the auxiliary means, taking the teacher's teaching behavior and the students' learning behavior as the main observation angle, taking the existence or absence of the introduction activities of the high quality English lessons in junior high school, the methods of introducing, the functions of the introduction activities. The main observation points are the characteristics of teachers' classroom discourse, the students' participation and the length of the introduction activities. The actual situation of the classroom teaching of the high quality English classes in junior high school is recorded with the help of the observation scale of the introduction activities in the Junior High School English Class. Using the "Statistics Table of Introduction activity", "introduction method and proportion Statistical Table", "introduction activity function and proportion Statistical Table", "Statistical Table on the characteristics and proportion of teacher's classroom discourse in Introductive activity", < introduction activity Middle School " Statistical tables of students' participation and proportion. At the same time, this paper bases on Piaget's theory of cognitive generation, Gagne's theory of information processing learning and Ausubel's theory of meaningful receptive learning. This paper explores the characteristics and advantages of the introduction activities of high quality English classes in junior high schools, and provides some guiding suggestions for the design of the normal teaching activities of English teachers in junior middle schools. The study finds that all the teachers attach importance to the introduction activities; The introduction method is flexible and diverse; the function of the introduction activity is multivariate; the teacher introduces the discourse characteristic to manifest; the middle school student's participation in the introduction activity is high; the introduction activity is long and moderate. In view of the above research conclusion, This paper suggests that English teachers in junior middle schools should ensure that there are lessons and have guidance; choose targeted methods of introduction; give play to different functions of introducing activities; and strengthen teachers' language literacy in their own classroom. To improve the students' participation breadth and positive attitude in the classroom introduction activities; to ensure that the time of classroom introduction activities is moderate.
【学位授予单位】：聊城大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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