功能意念法在高中英语听力教学中的应用研究

发布时间：2018-07-12 12:40

本文选题：英语听力 + 高中教学　；参考：《宁波大学》2017年硕士论文

【摘要】：英语自1983年正式纳入高考以来,其重要性毋庸置疑。听力,作为其重要的一部分,也备受重视。但作者在本次研究中通过课堂观察、问卷及访谈,发现听力教学存在不少问题:1.学生在听力活动中,听力目标不清,认为听对答案就是目标;2.听力练习形式单一,学生对听力活动兴趣不高;3.听力训练缺乏指导,学生在听力过程中感到无助;4.听力教学重视听力成绩,弱化了对学生交际能力的培养,缺乏实际用处。针对这些问题,作者研究了相关文献,发现交际法和功能意念法在英语教学中的运用具有较好的指导意义。功能意念法是一种高层次的指导外语教学方法和技巧的路子,在把各种社会交际活动分解为说话的内容和通过说话要实现的目的或意图的基础上,确定这些话语活动的表达形式,并据此来组织教学。在此理论基础上,笔者首先帮助学生认识听力教学目标。在本研究中,笔者围绕《普通高中英语课程标准》中的功能意念项目,以历年高考听力试题为载体,引导学生理解《课标》中功能意念概念,让学生明确听力活动目标,语言学习的目标。其次,围绕功能意念开展教学实践:1.围绕功能意念的以读促听。指导学生利用课内外的时间,陆续对近五年的高考听力试题和原文进行阅读和分析,找出对应的功能意念项目,让同学们熟悉和了解某一功能意念指向下的文本内容和题目设计;2.围绕功能意念的以说促听。组织学生设计围绕特定项目的对话活动,借助此环节旨在让学生以说的形式积极参与,通过dialogue的实践操作,进一步熟悉功能意念项目并能熟练运用。3.围绕功能意念以写促听。在前两个环节的基础上组织学生分小组,利用课余时间,整理大约6个左右意念项目的常见表达。4.围绕功能意念的以听促听。挑选学生在以说促听环节中设计的部分对话,将它们录制成音频材料,然后针对材料编写一些听力试题,让学生进行巩固练习。再针对特定功能意念,挑选了一些听力材料,对学生进行集中强化训练。一系列的研究行动,取得了一定的成效:学生听力成绩有小幅度提升;丰富听力教学形式,提高学习兴趣;强化教师指导角色;淡化成绩,实现交际功能。这一教学方法若得以长期坚持,应能有效提升学生听的能力。
[Abstract]:Since English was formally included in the college entrance examination in 1983, its importance is beyond doubt. Listening, as an important part of it, has also received much attention. However, through classroom observation, questionnaires and interviews, the author finds that there are many problems in listening teaching: 1. Students in listening activities, listening goals are unclear, listening to the right answer is goal 2. The form of listening practice is single, students' interest in listening activities is not high. Lack of guidance in listening training, students feel helpless in the listening process. Listening teaching attaches importance to listening achievement and weakens the cultivation of students' communicative competence. In view of these problems, the author studies the relevant literature and finds that the application of communicative approach and functional thinking method in English teaching is of great significance. The functional and mental approach is a high-level way to guide foreign language teaching methods and techniques. It is based on the decomposition of various social communicative activities into the content of speech and the purpose or intention to be achieved by speaking. Determine the form of expression of these discourse activities and organize teaching accordingly. On the basis of this theory, the author first helps students to understand the teaching objectives of listening. In this study, the author revolves around the functional ideas project in the English Curriculum Standard of General Senior High School, taking the listening questions of the college entrance examination as the carrier to guide the students to understand the concept of functional ideas in the Curriculum Standard, so that the students can make their listening activity goals clear. The goal of language learning. Second, teaching practice around functional ideas: 1. Reading and listening around functional ideas. To guide students to read and analyze the listening questions and the original text of the college entrance examination in the past five years, using the time in and out of class, to find out the corresponding functional and mental items. Let students familiarize themselves with and understand the text content and topic design of a certain function and idea. Around functional ideas by speaking and listening. Organize students to design dialogue activities around specific projects, with the help of this link to enable students to actively participate in the form of speaking, through the practical operation of dialogue, to further familiarize themselves with functional and mental projects and be proficient in the use of .3. Write and listen around functional ideas. In the first two links on the basis of organizing students into groups, using after-school time, collate about 6 items about the common expression of ideas. 4. Hearing around functional ideas. This paper selects some dialogues designed by students in the process of speaking and listening, records them into audio materials, and then compiles some listening questions for the students to carry out consolidation exercises. Then according to the specific functional ideas, selected some listening materials for the students to concentrate on intensive training. A series of research actions have achieved certain results: students' listening performance has been improved slightly; listening teaching forms have been enriched and interest in learning has been enhanced; teachers' guiding role has been strengthened; results have been diluted and communicative functions have been realized. If this teaching method is persisted for a long time, it can effectively improve students' listening ability.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】