体验式模式在艺术类大学生英语听说教学中的应用研究

发布时间：2018-03-06 12:53

本文选题：体验式模式　切入点：艺术类大学生　出处：《沈阳师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：近年来大学英语教学处于不断地改革之中,但对高校艺术类大学生的关注较少。艺术类大学生是高校组成的不可或缺的一部分,他们在校期间要参加《高等学校英语应用能力考试》AB级考试,所以对艺术类大学生的英语教学不容忽视。尽管听说课程一直被列入到大学英语教学中,但听说教学仍然停留在学习语法、单词、词组、句子的层面上,没有达到听说教学的要求。学生的口语和听力水平并没有改善,对英语听说的学习也没有兴趣。为改变此种现象,本文把体验式模式应用于艺术类大学生的英语听说教学之中,以改变其英语听说学习的态度和兴趣。本研究主要回答以下问题:(1)体验式教学模式是否能增加课堂互动、调动艺术类大学生英语听说学习的积极性?(2)体验式教学模式是否比传统的教学模式更有利于艺术类大学生听说能力的提高?(3)通过听说课堂上运用体验式教学模式,对教师的教学有何启示?体验式模式以建构主义、课堂互动理论、情景理论为理论基础,提出教师的“教”与学生的“学”要在已学知识与新知识相结合的基础上进行,整个课堂需要师生的互动并且教师要为学生创造一个适合英语听说学习的环境。本研究采取定性及定量的方法对沈阳师范大学的2012级两个艺术类班级共80名同学进行实证研究。一个班为实验班,另一个班为对照班。其中,实验班使用了体验式模式,对照班仍旧使用传统教学模式。实验前对此80名同学进行了问卷调查,了解他们的英语听说学习的态度和意愿。为掌握学生们的英语水平还进行了前测并收集了他们入学的考试成绩。实验过程中,使用课堂观察法对学生的英语听说学习进行记录。口语测试贯穿在整个实验过程中。在实验结束时,对所有实验对象实施后测及口语测试。此研究历时3个月,研究中所需要的数据来自问卷调查,前测、后测及其入学考试成绩,课堂观察,口语测试。通过一个学期的研究得出以下结论:(1)通过在课堂上使用体验式教学模式,课堂教学变得丰富有趣。在体验式教学中融入多媒体设备,使更多的学生加入到课堂活动当中。随着体验式教学模式在英语听说课堂中的使用越来越频繁,更多的学生愿意使用英语交流,从而增加了学习英语的积极性。(2)从课堂观察、学生的课堂反馈及口语测试的成绩来看,学生们愿意加入到课堂活动中,并且充分利用课上时间来练习口语。相对于对照班的学生,实验班的学生口语测试成绩提升幅度更大。(3)体验式模式是一种新型的课堂教学模式,它改变了传统教学的弊端,给课堂注入了更多的新鲜血液。在这种课堂中,对教师提出更高的要求,除了专业英语知识以外,教师要了解更多的课外知识以满足学生们的学习需要,同时这也是一个不断提升教师综合素养的过程。本研究发现体验式模式有助于艺术类大学生英语听说学习成绩的提高。体验式模式的课堂活动设计符合学生的需要,从而调动学生的学习兴趣,体现以教师为主导、学生为主体的理念。对于英语听说教学课程,教师要尽量选取有真实语言的教学材料,这样才能触动学生的学习兴趣;在课堂上,教师要给予学生更多的机会去表达自己的看法,鼓励他们参加到课堂互动当中,所以教师要尽可能地调动每位学生的积极性。因此,该研究也为艺术类大学生英语听说教学提供参考。
[Abstract]:In recent years, College English teaching is constantly reform, but less on College Art Students' attention. Art students are part of the composition of the indispensable, they want to participate in the "during the period of school PRETCO level >AB exam, so the English Teaching of art college students can not be ignored. Although the curriculum has been heard was included in the teaching of College English listening and speaking teaching, but still remain in the study grammar, words, phrases, sentence level, does not meet the requirements. The students' listening and speaking teaching of listening and speaking level did not improve, also have no interest in English learning. In order to change this phenomenon, the experiential model used in the art students' English listening and speaking teaching, to change the learning attitudes and interests of the English. This research mainly answers the following questions: (1) the experience type teaching Whether the learning mode can increase classroom interaction, mobilize the enthusiasm of art students in English learning? (2) experiential teaching mode more than the traditional teaching model is conducive to the art students' listening and speaking abilities? (3) the classroom heard through the use of experiential teaching mode, what are the implications for teaching? The experiential mode based on constructivism, interaction theory, situational theory, put forward the "teaching" and "learning" to have basic knowledge and new knowledge on the combination of the classroom teachers and students interact to create a suitable environment for learning English students. This research adopts the method of qualitative and quantitative level 2012 two art classes in Shenyang Normal University 80 students to conduct empirical research. One class is the experimental class, the other class is the control class. The experiment Class using the experiential model, the control class still use the traditional teaching mode. This experiment before the 80 students conducted a questionnaire survey to understand their English learning attitude and intention. In order to master the English level of students also conducted a pretest and collect their entrance examination. During the experiment, the use of the classroom observation of students' English learning were recorded. The oral test throughout the experiment. At the end of the experiment, all of the objects for the post test and oral test. This study lasted 3 months, the need to study the data from questionnaires, pre-test, post test and entrance exam, classroom observation, oral English test. Through the study of a semester draws the following conclusions: (1) through the use of experiential teaching mode in the classroom, the classroom teaching has become rich and interesting. In the experience of teaching in Multimedia The preparation, which enables more students to participate in the class activities. With the experiential teaching mode in English listening and speaking class used more and more frequently, more and more students are willing to communicate in English, so as to increase the enthusiasm of learning English. (2) from the classroom observation, classroom feedback and oral test scores the students are willing to participate in the class activities, and make full use of class time to practise English. Compared with the control class, the students' oral test scores of the experimental class greater enhancement. (3) the experiential model is a kind of new teaching mode, it has changed the traditional teaching, the injection of fresh blood more to the classroom. In this class, put forward higher requirements for teachers, in addition to professional knowledge of English, teachers should understand more extracurricular knowledge to meet the learning needs of students, at the same time it is also a The process of improving teachers' comprehensive quality. The study found that the experiential model can help art students English learning achievement. The design of classroom activities experiential mode meets the needs of the students, so as to arouse the students' interest in learning, to reflect the teacher led, student-centered concept. For the teaching of English Listening and speaking course. Teachers should try to select the real language teaching materials, so as to touch the students interest in learning; in the classroom, teachers should give students more opportunities to express their views, to encourage them to participate in classroom interaction, so teachers should as far as possible to mobilize the enthusiasm of students. Therefore, the study of art class provide reference for college students' English listening and speaking teaching.

【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H319

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