英文绘本用作小学英语教材的研究

发布时间：2018-05-18 15:37

本文选题：教材 + 英文绘本　；参考：《青岛大学》2017年硕士论文

【摘要】：绘本作为一种新型教材,目前在英语教学领域正备受关注。小学英语教师倾向于采用绘本以提高学生的英语学习兴趣,开阔视野,学生也对绘本充满了好奇和期待。但是,在绘本实际应用中仍存在着一些问题,已经采用了绘本的英语教师不知道如何有效地利用绘本,只是向孩子们读故事。这样会使学生对绘本失去兴趣,而且会导致英语课堂上的绘本不能发挥它应有的作用,进而使学生对英语学习失去兴趣。因此,对绘本作为英语教材的研究势在必行。本文围绕三个方面对绘本作为教材进行了研究,即传统英语教材和英语绘本的区别、英文绘本用于教材的合理性和不合理性以及有效合理利用英文绘本教材的建议。本研究从2016年7月至2016年12月,历时六个月。研究教材为牛津大学和外语教学与研究出版社联合出版的绘本《X计划》第七级。研究对象是胶州实验小学、嘉定路小学和台东56路小学的10名英语教师和100名五年级学生。本论文采用问卷、访谈等定量和定性的研究方法,对英语教师和学生分别进行问卷和访谈。教师问卷和访谈是基于程晓棠的内部评价方式设计的,即教材背后的理念,教材体现的教学方法,教材的选择和组织,教材组成部分,教材设计,内容的真实性。学生问卷和访谈是基于教材的外部评价设计的,即学生的目标需求和学习需求。研究结果表明:第一,英文绘本与传统教材存在书中图片数量,故事数量,语言表达方面存在明显差异。但是由于一些教师不能深刻地分析绘本的特点和功能,所以在教学中不易处理好绘本与传统教材之间的关系。第二,从内部评价角度看,绘本背后体现的理念,教学方法,内容选择和组织,绘本的组成部分,绘本内容的设计,语言的真实性,地道性方面存在其合理性,因此,绘本可以用于小学英语教材。但是教师在选择绘本教学方法时更多从教材、教师特点出发,忽视学生的特点和需要。第三,从外部评价角度看,绘本的运用在一定程度上能够满足学生的目标需求和学习需求,所以绘本用作教材存在其外部合理性,但学生缺乏选择他们喜欢的绘本的机会,绘本的数量和绘本阅读的时间受限。针对以上结论,我们应采取如下对策。首先,教师应在课堂中平衡传统教材和绘本的关系。其次,教师应确保绘本的教学方法适合自己的学生。再次,教师在选择绘本时应考虑学生的兴趣和需要。最后,教师应为学生提供大量的绘本和充足的阅读时间。
[Abstract]:As a new type of textbook, picture book is attracting much attention in the field of English teaching. Primary school English teachers tend to use picture books to improve students' interest in English learning and broaden their horizons. Students are also full of curiosity and expectation for picture books. However, there are still some problems in the practical application of picture books. English teachers who have already adopted picture books do not know how to use them effectively, but only read stories to children. This will make students lose interest in picture books, and the picture books in English classroom will not play its due role, and then make students lose interest in English learning. Therefore, it is imperative to study picture books as English teaching materials. This paper focuses on three aspects: the difference between the traditional English textbook and the English picture book, the rationality and irrationality of the English picture book used in the textbook, and the suggestions on the effective and rational use of the English picture book textbook. This study lasted for six months from July 2016 to December 2016. The textbook is a picture book, Project X, published jointly by Oxford University and Foreign language Teaching and Research Press. The subjects were 10 English teachers and 100 fifth grade students in Jiaozhou Experimental Primary School, Jiading Road Primary School and Taidong No. 56 Primary School. This thesis adopts quantitative and qualitative research methods such as questionnaire, interview and so on, and carries on the questionnaire and the interview to the English teacher and the student separately. Teachers' questionnaire and interview are designed based on Cheng Xiaotang's internal evaluation method, that is, the idea behind the textbook, the teaching method embodied in the textbook, the selection and organization of the textbook, the components of the textbook, the design of the textbook and the authenticity of the content. Students' questionnaires and interviews are designed based on the external evaluation of teaching materials, that is, students' objective needs and learning needs. The results show that: first, there are significant differences in the number of pictures, the number of stories and language expressions between English picture books and traditional textbooks. However, some teachers can not deeply analyze the characteristics and functions of picture books, so it is difficult to deal with the relationship between picture books and traditional textbooks in teaching. Second, from the perspective of internal evaluation, the concept, teaching methods, content selection and organization, the components of picture book, the design of picture book content, the authenticity of language, the authenticity of the language, the nature of the picture book are reasonable behind the picture book. Picture books can be used in primary school English teaching materials. But when teachers choose the teaching method of picture book, they pay more attention to the teaching materials and teachers' characteristics and ignore the students' characteristics and needs. Thirdly, from the external evaluation point of view, the use of picture books can to some extent meet the students' objective needs and learning needs, so there is external rationality in the use of picture books as teaching materials, but students lack the opportunity to choose which picture books they like. The number of picture books and the time limit for reading them. In view of the above conclusion, we should take the following countermeasures. First, teachers should balance the relationship between traditional textbooks and picture books in class. Secondly, teachers should ensure that the teaching method of picture book is suitable for their students. Thirdly, teachers should consider the interests and needs of students when choosing picture books. Finally, the teacher should provide students with a large number of picture books and adequate reading time.
【学位授予单位】：青岛大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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