情境教学法在高校日语精读教学中的应用研究

发布时间：2018-04-22 16:00

本文选题：情境教学法 + 日语精读　；参考：《长春师范大学》2017年硕士论文

【摘要】：情境教学法最早产生于20世纪二三十年代的英国,由英国应用语言学家在20世纪三十年代到20世纪六十年代发展形成。它是一种以口语能力的培养为基础、强调通过有意义的情境进行目的语基本结构操练的教学法,代表人物为英国著名语言学家帕默和霍恩比。国内出现了一些有关情境教学法在教学中的应用成果,取得令人瞩目成果的当推江苏的特级教师李吉林,她在1990年发表的专著《情境教学实验与研究》是我国进行情境教学理论研究的第一本重要著作,开创了我国情境教学的新局面。总体来说,尽管对情境教学法的相关理论和在日语教学中的应用研究都出现了研究成果,但是对于目前我国高校日语教学中的一些问题,如不同学校生源质量、师资力量等问题,如何应用情境教学法强化学生掌握基础知识和实际应用,并将情境法落实到课堂中的每一个课时的教学研究较为薄弱。鉴于此,笔者就情境教学法在高校日语精读教学中的应用做以专门研究。本论文将通过实验对比的方法进行研究,以长春市某高校外语学院日语专业大学一年级的两个班级的学生作为研究对象,将一个班作为实验班实施情境教学法进行授课,另一个班作为控制班采用传统教学法进行授课。此次实验收集了实验班和控制班两个班级前测和后测的成绩,使用SPSS软件进行独立样本T检验。测试结果显示,实验班与控制班的日语成绩产生了显著差异,能充分证实实验假设,与传统教学方法相比,能够有效地提高学生的日语语言运用能力。在本篇论文中,笔者运用了各种研究方法,除了实验研究法,还对实验班学生进行了问卷调查和访谈,并结合实验研究法表明:与传统教学方法相比,情境教学法在高校日语精读教学中对学生的学习兴趣和能力提高等方面更为有效。
[Abstract]:Situational approach was first developed in Britain in the 1920s and 1930s, and developed from the 1930s to the 1960s by English applied linguists. It is a kind of teaching method based on the cultivation of oral ability and emphasizes the practice of the basic structure of the target language through meaningful situation. The representative characters are the famous English linguists Palmer and Hornby. In China, there have been some achievements in the application of situational teaching methods in teaching. Li Jilin, a special teacher in Jiangsu Province, has achieved remarkable results. Her monograph "experiment and Research in situational Teaching", published in 1990, is the first important work in the theoretical research of situational teaching in China, which opens up a new situation of situational Teaching in China. Generally speaking, although the relevant theories of situational teaching method and the applied research in Japanese teaching have been studied, there are some problems in Japanese teaching in colleges and universities in China, such as the quality of students from different schools. How to apply situational teaching method to strengthen students' grasp of basic knowledge and practical application, and how to implement situational method into each class in the classroom teaching research is relatively weak. In view of this, the author makes a special study on the application of situational teaching method in intensive reading teaching of Japanese in colleges and universities. In this paper, by means of the method of experimental contrast, the students of two classes of Japanese major in a college of foreign languages in Changchun are taken as the research objects, and one class is used as the experimental class to carry out the teaching of the situational teaching method. The other class is taught as a control class using traditional teaching methods. The results of pre-test and post-test in two classes of experimental class and control class were collected, and independent sample T test was carried out with SPSS software. The test results show that there are significant differences between the experimental class and the control class, which can fully verify the experimental hypothesis, and can effectively improve the students' ability to use Japanese language in comparison with the traditional teaching methods. In this paper, the author uses various research methods, in addition to the experimental research method, also carries on the questionnaire survey and the interview to the experimental class student, and unifies the experimental research method to show: compared with the traditional teaching method, Situational teaching method is more effective in improving students' learning interest and ability in intensive reading teaching of Japanese in colleges and universities.
【学位授予单位】：长春师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H36

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