高中英语“引、动、展、评”教学模式行动研究

发布时间：2019-04-27 09:12

【摘要】：中国学生缺乏语言环境,对于他们来说要学好英语是很困难的,尤其是动机不明,基础薄弱,学习习惯较差的潜质生。作为英语教师,我们应该如何激励这些学生,培养他们的学习习惯,以提高他们的英语学业水平呢?为了解决这些难题,笔者展开了高中英语“引动展评”教学模式行动研究。基于本土教学,本研究旨在检验“引动展评”教学模式是否有助于激发高中生的英语学习动机,减少高中英语课堂违纪行为,进而促进高中生英语学业水平的提升;本研究也趋于找出“引动展评”教学模式的优缺点,进一步完善该教学模式,以便于潜质生的管理。基于建构主义理论的指导,笔者采用了实验班和控制班实验对比,定性定量分析来展开该研究。定量分析方面,前测、前问卷调查、后测和后问卷调查被选作定量研究工具以回答研究问题一和研究问题二,研究数据都使用SPSS.17.0进行了描述性统计和独立样本T检验。定性分析方面,笔者在试验后分别访谈了6名高一英语教师和6名实验班的学生以回答研究问题三,所有访谈内容被记录,整理成文收入论文。定量研究结果显示:实验前实验班和控制班的英语动机水平和学业成绩相当,试验后两个班的英语动机水平和学业成绩存在显著性差异。定性研究结果显示:“引、动、展、评”教学模式有助于激励学生积极参与课堂,约束自身言行。经过研究,笔者发现:(1)“引、动、展、评”教学模式的应用有助于提高高中生的英语学习动机。(2)“引、动、展、评”教学模式的应用有助于提高高中生的英语学业成绩。(3)“引、动、展、评”教学模式的应用有助于减少高中生的英语课堂违纪行为。为了有效地实施“引、动、展、评”教学模式,笔者提出以下建议:(1)引、动、展、评”教学模式强调以学生为中心的教学,要坚持以学生为主,教师为辅。教师的引导和知识讲解不宜超过20分钟。开展小组活动时,教师要依据学生现有水平及英语大纲要求来设计教学活动,确保小组成员的合理分配,维持课堂纪律。此外,教师要制定一个统一的评价标准,并把评价落到实处,以确保该教学模式的成功。(2)课堂是一门灵活多变的艺术,为了适应英语教学的改革与发展,英语教师要善于接受新事物,树立终身学习的理念。要坚持以学生为中心展开英语教学,努力提高自身的专业素养、教育教学能力以及学生管理能力,以应付灵活多变的课堂。
[Abstract]:Chinese students lack language environment, it is very difficult for them to learn English well, especially the potential students whose motivation is unclear, their foundation is weak and their learning habits are poor. As an English teacher, how should we motivate these students and cultivate their learning habits in order to improve their English academic level? In order to solve these problems, the author conducts an action study on the teaching model of "lead-in-exhibition-evaluation" in senior high school English. Based on native teaching, this study aims to test whether the "lead-in-exhibition" teaching model can stimulate senior high school students' English learning motivation, reduce high school English classroom disciplinary behavior, and promote the improvement of senior high school students' English academic proficiency. This research also tends to find out the advantages and disadvantages of the teaching model, and further improve the teaching model in order to facilitate the management of potential students. Based on the theory of constructivism, the author uses the experimental class and the control class experiment comparison, qualitative and quantitative analysis to carry out the study. In terms of quantitative analysis, pre-test, pre-questionnaire survey, post-test and post-questionnaire survey were selected as quantitative research tools to answer research questions 1 and 2. The data were analyzed using SPSS.17.0 descriptive statistics and independent sample T-test. In the aspect of qualitative analysis, the author interviewed 6 senior English teachers and 6 students in the experimental class respectively after the experiment to answer the research question 3. All the interviews were recorded and collected into the papers. The results of quantitative study show that the English motivation level and academic achievement of the experimental class and the control class are the same before and after the experiment, and there is a significant difference in the English motivation level and academic achievement between the two classes after the experiment. The result of qualitative research shows that the teaching mode of "lead, move, show and comment" is helpful to encourage students to participate actively in the classroom and restrain their own words and deeds. Through the research, the author finds that: (1) the application of "lead, move, show and comment" teaching mode helps to improve the English learning motivation of senior high school students. (2) "lead, move, show". The application of "teaching mode" is helpful to improve senior high school students' English academic achievement. (3) the application of "introduction, movement, exhibition and evaluation" is helpful to reduce the high school students' violation of English class. In order to carry out the teaching mode of "lead, move, show, comment" effectively, the author puts forward the following suggestions: (1) lead, move, show, comment on "teaching mode emphasizes the teaching centered on students, we should insist on taking students as the main principle and teachers as auxiliary." The teacher's guidance and knowledge should not exceed 20 minutes. In carrying out group activities, teachers should design teaching activities according to students' current level and English syllabus requirements to ensure reasonable distribution of group members and maintain classroom discipline. In addition, teachers should formulate a unified evaluation criteria and put the evaluation into practice to ensure the success of the teaching model. (2) classroom is a flexible art, in order to adapt to the reform and development of English teaching. English teachers should be good at accepting new things and setting up the concept of lifelong learning. In order to cope with the flexible classroom, students-centered English teaching should be carried out in order to improve their professional literacy, teaching ability and students' management ability.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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