三都县农村初中英语课堂教学和学习现状的调查与研究

发布时间：2018-07-07 16:41

本文选题：初中英语 + 课堂教学　；参考：《贵州师范大学》2017年硕士论文

【摘要】：英语是当今世界通用的国际语言,为与世界各国进行友好交往,掌握各国先进的科学技术,推动我国经济社会的快速发展,我国把英语作为中学教学的一门重要课程。在我国,英语作为一门外来语言,由于其自身的独特性,为了让学生很好地学习掌握,成了英语课程改革的重点和难点。目前在三都水族自治县(以下简称三都县)农村初中英语课堂教学中,存在着英语教师比其他科目教师投入的时间和精力更多,学生也付出了很多努力,但收效甚微的现象普遍存在,这导致教师和学生对英语的教或学失去了兴趣和信心。虽然三都县在2016年推进了新课程改革,但在实施过程中,遇到了很大困难。究其原因是目前三都县农村初中英语课堂教学中正处于新课程改革提倡的教学理念和教学方法取代旧理念、老模式、老方法的碰撞和转变时期,出现师生不适应新课程改革教学模式及方法等等问题,导致英语教学质量落后于目前英语教育发展的要求。因此,本论文试图对三都县农村初中英语课堂和学习现状进行研究,分析其存在的问题和原因,以便提出有针对性的改进教学的建议,为农村初中英语课堂教学提供一些参考。本研究发现三都县的交梨中学、大河中学和第三中学英语教师的教学方法和学生学习现状存在一些共性的问题。在教师方面,课堂基本是英语教师的独言堂,学生很少参与课堂互动,教师很少组织学生开展英语学习活动,与此同时,教师有机会参加县级及以上教研活动也较少,甚至很多教师没有机会参加等等。在学生方面,大部分的学生都认为英语在考试入学和对外沟通交流方面很重要,但由于基础差等种种原因,课堂上很多学生听不懂教师授课内容,在学业压力较大情况下,很多学生自主独立完成作业情况较少等。不同学校存在的差异比较明显,主要体现在学习成绩和学习方式方面,主要和教师课堂教学相关:教师方面则表现为教学理念和教学方法陈旧,注重应试教育,不突出学生学习主体地位,造成了农村初中英语课堂教学低效这一突出现象。其根本原因在于农村初中英语教师的专业知识水平普遍偏低,英语教学理论素质不高,知识更新、自身专业能力与现代英语教育改革和创新的要求有一定差距;在课堂教学中,教师对教学目标不明确,课堂学习主体不清楚;学生方面存在学习价值观偏离这一原因,加上英语基础不好,学习习惯不良,而且缺乏学习信心。最终这些原因都导致了英语教学质量的滞后。论文最后提出的建设性意见:创新农村学校管理体制,教师应该树立正确的教学观念,注重自身专业发展,教学中激发学生学习英语的兴趣和增强自信心,提高学习主动性,建立和谐的师生关系,优化英语课堂教学以促进英语教学质量的提高。
[Abstract]:English is the universal international language in the world today. In order to conduct friendly exchanges with other countries, master the advanced science and technology of all countries and promote the rapid development of our country's economy and society, our country regards English as an important course in the teaching of middle schools. In China, English as a foreign language, because of its own unique, in order to enable students to learn and master, has become the focus and difficulty of English curriculum reform. At present, in Sandu Aquarium Autonomous County (hereinafter referred to as Sandu County), there are more time and energy invested by English teachers than teachers in other subjects in rural junior middle school English classroom teaching, and students have also made a lot of efforts. However, the phenomenon of little effect is widespread, which leads teachers and students to lose interest and confidence in English teaching or learning. Although Sandu County in 2016 to promote the new curriculum reform, but in the implementation process, encountered great difficulties. The reason is that the English classroom teaching in rural junior middle schools in Sandu County is in the period of collision and transformation between the old ideas, the old models and the old methods, which are being replaced by the teaching ideas and methods advocated by the new curriculum reform. Teachers and students do not adapt to the new curriculum reform of teaching models and methods and so on, resulting in the quality of English teaching lags behind the current requirements of the development of English education. Therefore, this thesis attempts to study the present situation of English classroom and learning in rural junior middle schools in Sandu County, and analyze its existing problems and reasons, in order to put forward some suggestions for improving English teaching in rural junior middle schools and provide some references for English classroom teaching in rural junior middle schools. This study finds that there are some common problems in English teachers' teaching methods and students' learning status in Jiaoli Middle School, Dahe Middle School and third Middle School in Sandu County. In terms of teachers, the classroom is basically a one-word classroom for English teachers. Students rarely participate in classroom interaction, teachers rarely organize students to carry out English learning activities. At the same time, teachers have less opportunities to participate in teaching and research activities at or above the county level. Even many teachers do not have the opportunity to participate and so on. On the part of students, most students think that English is very important in entrance examination and communication with foreign countries. However, due to various reasons, such as poor foundation, many students in the classroom do not understand the contents of the teacher's teaching. Many students do their homework independently and independently. The difference between different schools is obvious, mainly reflected in the aspects of learning achievement and learning style, mainly related to teachers' classroom teaching. On the part of teachers, the teaching ideas and teaching methods are outmoded, and examination-oriented education is emphasized. The low efficiency of English classroom teaching in rural junior middle schools is caused by the lack of students' main body status. The fundamental reason lies in the fact that the professional knowledge level of English teachers in rural junior middle schools is generally low, the quality of English teaching theory is not high, the knowledge is updated, and there is a certain gap between their professional abilities and the requirements of modern English education reform and innovation. The teachers are not clear about the teaching goal and the main body of classroom learning. The reason why the students deviate from their learning values is that the English foundation is poor, the learning habits are not good, and the students lack the confidence in learning. Finally, these reasons lead to the lag of English teaching quality. At the end of the paper, some constructive suggestions are put forward: to innovate the management system of rural schools, teachers should set up correct teaching concepts, pay attention to their own professional development, stimulate students' interest in learning English and enhance their self-confidence in teaching, and improve their initiative in learning English. In order to improve the quality of English teaching, we should establish a harmonious relationship between teachers and students and optimize English classroom teaching.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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