初中英语阅读教学中“留白”策略应用的调查研究

发布时间：2018-03-10 15:14

本文选题：初中英语　切入点：阅读教学　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：教学“留白”策略是课堂上教师根据个人教学经验,刻意在教学活动中留出一定间歇时间以调动学生思维,发挥其想象力和创造力,促使学生积极参与课堂活动的教学策略。教学“留白”策略强调发挥学生的主动性和积极性,让学生在自主探究过程中发散思维,培养主体意识和创造力,并学会运用自己的体验和感想发现、思考以及更好地解决问题。自20世纪末以来,“留白”策略在课堂教学,尤其是语文教学中,得到更多应用,同时在教育教学研究领域也引起了研究者的关注。在传统的英语阅读教学课堂上,存在学生阅读时间、阅读数量得不到保障且阅读材料忽视学生个性和年龄等问题。此外,以教师为主导的教学模式致使学生缺乏阅读学习的内在动力。“留白”策略在英语阅读教学中的运用有助于改善学生在课堂上主体性、能动性得不到发挥的问题。在以阅读为主要内容的初中英语课堂上,师生对于“留白”策略运用的认知分析以及学生对于“留白”策略的期望分析是本研究所关注的主要问题。因此,本研究在综合分析国内外教学“留白”相关研究的基础上,以格式塔心理学、建构主义学习理论、人本主义心理学以及孔子的“启发性”教学原则为理论指导,以山东师范大学第二附属中学的26位初中教师及124名学生为研究对象,采用问卷调查的形式了解师生关于阅读教学中应用“留白”策略的期望和态度,并对其中四名英语教师进行为期两个月的课堂观察,课堂录音。调查结果表明,当前英语阅读教学“留白”的应用确实存在一些问题,例如教师对“留白”策略的认识并不充分,对“留白”存在一定的误解;在教学的各个环节教师没有进行有意识的“留白”,且“留白”时间较少;教师并不确切知道如何正确的使用“留白”策略,存在随意或滥用“留白”现象等。上述这一系列问题导致了学生对于教学“留白”的满意度较低、期望度较高。针对上述问题,笔者提出了几点改善初中英语阅读教学“留白”策略的建议:(1)教师要积极转变教学观念,培养以学生为主体的意识,平衡好教师与学生之间的课堂关系;(2)教师应该加深对教学“留白”策略的认识,预设好“留白”时间,在授课时间上有意识的留下空白;(3)教师要正确掌握教学“留白”策略的方式和方法,依据不同的学习情境,从导入到授课再到结课,巧妙恰当的运用“留白”促进教学;(4)教师要提高自身素质,丰富知识储备,以适应课堂的多样性和学生的个性需求。希望本研究能够帮助初中英语教师在阅读教学中恰当运用“留白”策略,帮助学生发挥他们在英语学习中的主体意识和创造能力。
[Abstract]:The strategy of "leaving a white space" in teaching is that according to the personal teaching experience, teachers deliberately set aside a certain interval in teaching activities in order to arouse students' thinking and exert their imagination and creativity. The teaching strategy of promoting students to participate actively in classroom activities. The strategy of "leaving a blank" in teaching emphasizes giving play to students' initiative and enthusiasm, allowing students to spread their thinking in the process of independent inquiry, and cultivating their subjective consciousness and creativity. And learn to use their own experience and feelings to find, think and solve problems better. Since the end of 20th century, the "blank" strategy has been applied more in classroom teaching, especially in Chinese teaching. At the same time, in the field of educational teaching and research, researchers also pay attention to it. In the traditional English reading teaching class, there are some problems, such as students' reading time, the quantity of reading is not guaranteed and the reading materials ignore the students' personality and age, and so on. The teacher-led teaching mode leads to the students' lack of intrinsic motivation in reading learning. The use of the "white space" strategy in English reading teaching helps to improve students' subjectivity in class. The problem of the lack of initiative. In the middle school English classroom, where reading is the main content, The cognitive analysis of the use of the "white space" strategy by teachers and students and the analysis of students' expectations on the "white space" strategy are the main problems of this study. Therefore, this study is based on a comprehensive analysis of the relevant research on teaching "white space" at home and abroad. Under the guidance of Gestalt psychology, constructivism learning theory, humanism psychology and Confucius'"enlightening" teaching principle, 26 junior middle school teachers and 124 students in the second affiliated middle school of Shandong normal University are taken as the research objects. A questionnaire survey was conducted to find out the expectation and attitude of teachers and students about the use of "white space" in reading teaching, and four of them were observed and recorded in class for two months. At present, there are some problems in the application of "white space" in English reading teaching. For example, teachers' understanding of the strategy of "leaving a white space" is not sufficient, and there is a certain misunderstanding about "keeping a white space"; Teachers do not carry out conscious "white space" in all aspects of teaching, and have less time to "leave white space"; teachers do not know exactly how to use the "white space" strategy correctly. This series of problems lead to students' low satisfaction and high expectation for teaching "white space". The author puts forward several suggestions to improve the strategy of "leaving a white space" in junior high school English reading teaching. (1) Teachers should actively change their teaching concepts and cultivate the consciousness of taking students as the main body. Balancing the classroom relationship between Teachers and students A teacher should deepen his understanding of the strategy of "leaving a white space" in teaching, and set up a "white space" time. Teachers should correctly grasp the ways and methods of teaching "white space" strategies, according to different learning situations, from introduction to teaching, and then to the conclusion of classes. The teachers should improve their own quality and enrich their knowledge reserves. In order to adapt to the diversity of the classroom and the individual needs of the students, it is hoped that this study can help the junior high school English teachers to properly use the "white space" strategy in reading teaching, and to help the students to bring into play their subjective consciousness and creative ability in English learning.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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