基于英语学习活动观的高中英语教学活动设计的个案研究

发布时间：2021-11-24 03:43

　　《普通高中英语课程标准（2017年版）》提出指向英语学科核心素养的英语学习活动观,明确活动是英语学习的基本形式,是学习者发展多元思维、培养文化意识、形成学习能力的主要途径。英语课堂学习活动的设计应以促进学生英语学科核心素养的发展为目标,通过学习理解、应用实践、迁移创新等层层递进的语言、思维、文化相融合的活动,引导学生加深对主题意义的理解,培养其分析问题、解决问题,以及创造性地表达个人观点、情感和态度的意识和能力。本研究基于英语学习活动观,采用教学活动设计内容分析,课堂观察,以及教师访谈等方法对一所省级重点高中五名高一年级英语教师的教学活动设计进行为期三个月的探究,主要探讨以下两个研究问题:1.高中英语教师课堂教学活动设计的特点是什么?2.英语学习活动观对高中英语教师教学活动设计有什么影响?研究发现五位教师在英语课堂教学活动设计上有共性特征。首先,高中英语课堂教学活动设计主要关注语言知识的传授和语言技能的训练,文化意识和思维品质的培养不足。其次,基于英语学习活动观的三类教学活动能基本落实,但设计的迁移创新类的活动形式较为单一。不同的是,教学经验丰富的教师能更深入地理解英语学习活动观,设计... 

【文章来源】：沈阳师范大学辽宁省

【文章页数】：124 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract in English
Abstract in Chinese
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Purpose of the Study
    1.4 Overall Structure of the Study
Chapter2 Literature Review
    2.1 The Perspective of Activity-based English Learning
        2.1.1 Definitions of the Perspective of Activity-based English Learning
        2.1.2 Features of the Perspective of Activity-based English Learning
        2.1.3 Requirements of the Perspective of Activity-based English Learningon the designs of instructional activities
    2.2 Instructional Activities Design
        2.2.1 Definitions of Instructional Activities Design
        2.2.2 Classifications of Instructional Activities Design
    2.3 Theoretical Foundations
        2.3.1 Revised Bloom’s Taxonomy of Objectives
        2.3.2 The Constructivism Learning Theory
        2.3.3 The Humanism Learning Theory
    2.4 Relations between the Perspective of Activity-based English Learning andInstructional Activities Design
    2.5 Previous Studies on Instructional Activities Design and the Perspective ofActivity-based English Learning
        2.5.1 Previous Studies Abroad
        2.5.2 Previous Studies at Home
Chapter3 Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Analysis of Instructional Activities Design
        3.3.2 Classroom Observation
        3.3.3 Interview
    3.4 Procedure
    3.5 Data Collection
        3.5.1 Data collection of the Analysis of Instructional Activities Design
        3.5.2 Data Collection of Classroom Observation
        3.5.3 Data Collection of Interview
    3.6 Data Analysis
Chapter4 Results and Discussion
    4.1 Results
        4.1.1 Results of Instructional Activities Design Analysis
        4.1.2 Results of Classroom Observation
        4.1.3 Results of Interview
    4.2 Discussion
        4.2.1 Discussions on the Characteristics of English Instructional ActivitiesDesign in Senior High School
        4.2.2 Discussions on the Effects of the Perspective of Activity-basedEnglish Learning on Instructional Activities Design
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C



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