探究式双语教学法研究

发布时间：2022-08-12 21:00

　　目前,双语教学正成为我国高等教育改革的热点,越来越多的高校已经实施或准备实施双语教学。其中有不少成功的例子,但是由于处在初级阶段,双语教学依然存在很多问题。教学观念的转变,教材和评估系统的改革,以及师资队伍的建设是双语教学中亟待解决的三大困难。“转变学生的学习方式”是我国高等教育改革的一项重要任务。从探究式学习入手,不仅要转变学生的学习方式,更要转变教师的教学方式,进而改变整个教学观念。探究式学习以解决实际问题的逻辑顺序为主线,关注培养思维能力,特别是创造性思维能力,同时有利于激发学生的学习热情。本文试图从探究式学习的理论入手,将其相关理论与双语教学紧密结合起来,通过对双语教学现存问题的分析从探究式学习的角度提出可行的对策;通过对当代学生探究能力的分析强调双语教学与探究式学习结合的必要性;通过对探究式学习与接受式学习的对比研究分析探究式学习的优势所在;通过对探究式学习理论基础的分析寻找探究式学习与双语教学结合的理论基础,从而建立一种以探究式学习为导向的双语教学方法。该方法强调以学生为中心,改变学生原有的被动学习方式,鼓励学生学会学习、学会研究、学会交流。该方法实现了双语教学模式由被动接... 

【文章页数】：53 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Part Ⅰ Introduction
    1.1 Present Situation of Bilingual Instruction
    1.2 Significance of the Study
    1.3 Structure of the Thesis
Part Ⅱ Literature Review
    2.1 The Concept of Inquiry Learning
        2.1.1 The Definition of Inquiry Learning
        2.1.2 The Features of Inquiry Learning
        2.1.3 The Classification of Inquiry Learning
        2.1.4 The Process of Inquiry Learning
    2.2 Developmental Modes of Inquiry Learning
    2.3 Theoretical Basis of Inquiry Learning
        2.3.1 Cognitive Psychology
        2.3.2 Humanistic psychology
        2.3.3 Learning Theories
    2.4 Present Studies of Inquiry Learning
        2.4.1 Present Studies Abroad
        2.4.2 Present Studies at Home
Part Ⅲ Superiority of Inquiry Learning
    3.1 Problems in Present Bilingual Instruction
    3.2 Analysis of Present Situation of Colledge Students’Inquiry Ability
        3.2.1 Cognition
        3.2.2 Behavior
        3.2.3 Emotion
    3.3 Reception Learning vs. Inquiry Learning
        3.3.1 Reception Learning
        3.3.2 Inquiry Learning
        3.3.3 Comparison Between Reception Learning and Inquiry Learning
        3.3.4 Advantages and Disadvantages
    3.4 Possibilities of the Inquiry-learning Approach to Bilingual Instruction
        3.4.1 Theoretical Possibilities
        3.4.2 Possible Solutions to the Three Problems in Bilingual Instruction
Part Ⅳ Inquiry-learning Approach to Bilingual Instruction
    4.1 Inquiry-learning Approach
        4.1.1 Description
        4.1.2 Roles and Factors
        4.1.3 Process
        4.1.4 Assessment System
    4.2 Evaluation of the Approach
        4.2.1 Advantages of the Approach
        4.2.2 Disadvantages of the Approach
    4.3 Suggestions for Bilingual Instruction
Part Ⅴ Conclusion
    5.1 Major Findings
    5.2 Implication and Limitation of the Study
    5.3 Recommendations for Further Research
Bibliography
Acknowledgements



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