初中英语课堂导学案教学模式实施情况的调查研究

发布时间：2023-03-19 00:02

　　长期以来,传统的以教师为中心的教学方法在中国教育中占据主导地位。大多数中学把传统教学放在首位,很少让学生们来掌握课堂。长此以往学生逐渐失去了自主学习的意识和能力。对教师的强烈依赖不利于学生的独立自主学习。在新课程改革的指导下,英语课堂需要改变传统的“填鸭式”教学。而新课程标准改革致力于英语教学改革,提倡“以学生为本”的教学。与以往传统的英语课堂教学相比,导学案教学模式更注重学生的自主学习能力。本论文的研究目的是对初中英语课堂导学案的实用性情况和效果进行调查,研究问题如下:1.导学案在初中英语课堂中的实用性情况如何?2.导学案对学生的自主学习能力有何影响?本论文的研究对象是以沈阳一所初中的初二年级为例,通过问卷调查和访谈的方式,调查了导学案的实用性情况。研究历时两个月,调查对象为初二年级300名学生和6名英语教师。通过调查研究后收集的数据统计和分析得出以下结论:导学案的使用比较广泛。师生们普遍认为导学案可以提高教师的教学效率和学生的学习效率。通过使用导学案可以减轻教师的教学负担和学生的学习负担。导学案对学生的自主学习产生了积极的影响,通过导学案学习,激发了学生们的自主学习意识,增强了学生...

【文章页数】：61 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the study
    1.2 Purpose and significance of the study
    1.3 Overall structure of the thesis
Chapter Two Literature review
    2.1 Overview of guided-learning plan
        2.1.1 Definition of guided-learning plan
        2.1.2 The basic principle of guided-learning plan
        2.1.3 The major features of guided-learning plan
        2.1.4 Process of guided-learning plan teaching mode
        2.1.5 Studies on guided-learning plan abroad and at home
    2.2 Constructivism
        2.2.1 The original and development of the constructivism
        2.2.2 The definition of constructivism
    2.3 Studies on the application of constructivism to GLP
    2.4 Autonomous learning ability
        2.4.1 Definition of autonomous learning ability
        2.4.2 Characteristics of autonomous learning ability
        2.4.3 Related studies on autonomous learning ability
    2.5 Summary
Chapter Three Research methodology and methods
    3.1 Research questions
    3.2 Research participants
    3.3 Research instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Research procedure
        3.4.1 Questionnaire I for the students
        3.4.2 Questionnaire II for the teachers
        3.4.3 Questionnaire III for the students
        3.4.4 Interviews
    3.5 Data collection
Chapter Four Data analysis and discussions
    4.1 Analysis and discussion of practicability of guided-learning plan teaching mode in English classroom of junior high school
        4.1.1 Analysis and discussion of Questionnaire I on practicability of guided-learning plan teaching mode in English classroom(to students)
        4.1.2 Analysis and discussion of Questionnaire II on practicability of guided-learning plan teaching mode in English classroom(to teachers)
        4.1.3 Analysis and discussion of teachers’interview
        4.1.4 Analysis and discussion of students’interview
    4.2 Analysis and discussion of Questionnaire III on the effect of guided-learning plan teaching mode on students’autonomous learning ability
    4.3 Summary
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implications of this study
    5.3 Limitations of the study
    5.4 Suggestions for further study
References
Appendix Ⅰ Questionnaire I on practicability of guided-learning plan teaching mode in English classroom (to students)
Appendix Ⅱ Questionnaire Ⅱ on practicability of guided-learning plan teaching mode in English classroom (to teachers)
Appendix Ⅲ Questionnaire Ⅲ on students’ autonomous learning ability
Appendix Ⅳ Interview outline(to students)
Appendix Ⅴ Interview outline(to teachers)
Acknowledgements
The list of the research papers published by author



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