初中英语课堂教学中“边缘生”现状及转化策略研究

发布时间：2018-06-01 00:06

本文选题：初中 + 英语课堂教学　；参考：《鲁东大学》2017年硕士论文

【摘要】：在促进教育公平的背景下,课堂无疑是贯彻落实教育公平,突出学生主体地位,促进学生健康全面发展的重要场域。笔者认为,关注英语课堂教学中的“边缘生”,承认学生个体间的差异性,关注课堂教学中的每一个学生,将游离于课堂教学活动之外的“边缘生”带回到课堂教学活动的中心,促进其消极行为的转化,不仅有利于提高学生英语学习的兴趣,激发学生学习的潜能,还有利于完善学生的人格,促进英语课堂教学公平的实现。论文通过选取初中不同班级和年级的学生进行调查、访谈和课堂观察,运用文献法、问卷调查法、访谈法和观察法四种研究方法,对当前初中英语课堂教学中的“边缘生”问题进行了现状调查和把握。在调查中发现,学生自我认识的不足,教师在课堂教学中的忽略,以及家长在家庭教育等方面的缺失,使得课堂教学中的“边缘生”问题日趋严重,且在转化方面存在一定的困难。笔者通过问卷、访谈和深入到课堂进行观察,结合青少年身心发展的特点,对英语课堂教学中的“边缘生”的特征和边缘生的类型进行了分类,并分别从“边缘生”生成的学生个体因素、教学因素和家庭因素等方面深入分析课堂教学中“边缘人”问题的产生原因。在转化策略方面,笔者结合对“边缘生”生成的相关因素进行分析,分别从学生个体、课堂教学环境和家校合作三大方面提出转化对策,力图为“边缘生”的转化提供切实可行的策略。论文中对初中课堂教学中“边缘生”成因的分析和转化策略的提出是以生成理论、场域理论、现象学理论、协同理论和关怀理论作为理论支撑的,通过借助这些理论丰富“边缘生”的现实研究。通过论文的调查研究,希望可以明确“边缘生”的特征,探索初中英语课堂教学中“边缘生”的转化路径;有效推动初中生在英语课堂中参与课堂教学互动,提高学习效率;提高对课堂教学中的“边缘生”的关注,在尊重个体差异的基础上,实现每个人的发展,为促进教育公平理念的推广提供现实的借鉴。
[Abstract]:Under the background of promoting educational fairness, classroom is undoubtedly an important field to carry out educational fairness, highlight the status of students as the main body and promote the healthy and comprehensive development of students. In my opinion, we should pay attention to the "marginal students" in English classroom teaching, acknowledge the differences among students, and pay attention to every student in classroom teaching. Bringing the marginal students away from the classroom teaching activities back to the center of the classroom teaching activities to promote the transformation of their negative behaviors is not only conducive to enhancing the students' interest in English learning, but also to stimulating the students' learning potential. It also helps to improve students' personality and promote the realization of English classroom teaching equity. Through the investigation, interview and classroom observation of students in different classes and grades of junior high school, this paper applies four research methods: literature, questionnaire, interview and observation. This paper investigates and grasps the problem of borderline students in junior middle school English classroom teaching. In the investigation, it is found that the deficiency of students' self-knowledge, the neglect of teachers in classroom teaching, and the lack of parents' family education make the problem of "marginal students" in classroom teaching become more and more serious. And there are some difficulties in transformation. The author classifies the characteristics of "marginal students" and the types of marginal students in English classroom teaching by means of questionnaires, interviews and in-depth observation into the classroom, combining with the characteristics of teenagers' physical and mental development. The causes of the problem of "marginal students" in classroom teaching are analyzed from the aspects of students' individual factors, teaching factors and family factors. In terms of transformation strategies, the author analyzes the factors related to the generation of "marginal students", and puts forward the transformation countermeasures from three aspects: individual students, classroom teaching environment and home-school cooperation. Try to provide practical strategies for the transformation of "marginal students". In this paper, the analysis and transformation strategy of "marginal students" in junior middle school classroom teaching are supported by generation theory, field theory, phenomenological theory, synergetic theory and care theory, which are supported by the theory of generation, the theory of field, the theory of phenomenology, the theory of cooperation and the theory of concern. Through the help of these theories to enrich the "marginal students" realistic research. Through the investigation and research of the thesis, it is hoped that the characteristics of "marginal students" can be clarified, the transformation path of "marginal students" in junior middle school English classroom teaching can be explored, and the junior middle school students should be effectively promoted to participate in classroom teaching interaction and improve their learning efficiency. We should pay more attention to the "marginal students" in classroom teaching, realize the development of everyone on the basis of respecting individual differences, and provide practical reference for promoting the promotion of the concept of educational fairness.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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