后方法视域下初中英语个性化教学的实践与研究

发布时间：2018-04-08 09:33

本文选题：后方法”　切入点：个性化教学　出处：《山东师范大学》2017年硕士论文

【摘要】：《中国教育改革与发展纲要》指出:“实施以培养学生创造力和实践能力为特征的素质教育,尊重个性、发展个性、开发个性,成为素质教育的第一要义。”可见,素质教育的本质特征则是通过个性培养与开发,从而促使学生形成创造力和自主学习能力。而素质教育的必由之路乃为尊重学生个体差异、注重开发和发展学生个性、注重培养创造性人才的个性化教学。所谓个性化教学就是根据每个学生的实际情况、个性特点、知识经验背景,制定教学方案,选择教学方法,满足学生个性化的需求,培养学生的自主能力,促进学生全方面的发展与提高。然而,虽然大部分初中英语教师能够接受个性化教学理念,但在当前的初中英语教学实践中仍未达到真正实施个性化教学。因此,如何在初中英语教学中实践个性化教学,注重尊重学生的个性差异,是当前初中英语教学研究亟待解决的问题。本研究拟从“后方法”视域探讨初中英语个性化教学,旨在“后方法”理论的指导下探索如何实施初中英语的个性化教学,进而探讨初中英语个性化教学实施的效果。“后方法”教学观并不是一种具体的教学法而是针对外语教学的一种观念和理念。“后方法”超越了具体方法的层面,没有固定的一套教学方法,“后方法”教育理念包含特殊性、实践性与可能性三个参数,倡导“学习者自主”、“教师自主”和“教师赋权”等为外语教学的基本原则。本研究以“后方法”理论为依据,通过文献法、问卷法、访谈法、观察法、案例研究法等研究方法,以济南市某初中二年级2个班级80人为研究对象,进行了为期一个学期的研究(2016年9月至12月),本研究主要针对以下三个问题进行研究与探索:1.初中英语个性化教学现状如何;2.如何在“后方法”理论指导下实践初中英语个性化教学;3.初中英语个性化教学是否有利于提高学生英语学习的兴趣,是否能够促进学生的个性化发展。在本研究中,笔者立足于个性化教育理念,以“后方法”教育观为理论依据和支持。研究首先运用访谈法,问卷调查,课堂观察法分析总结初中英语个性化教学现状,研究发现,虽然当前初中英语教学比较重视学生语言素质的培养,教师的专业素质也有很好的展现,但初中英语个性化教学现状仍不容乐观,课堂教学与教学活动设计缺乏个性化。其次,在“后方法”理论指导下本研究探索如何实践初中英语个性化教学,通过初中英语个性化教案的设计与实践,本研究认为,教师应从四个方面实践初中英语性个性化教学:(1)教学过程个性化。(2)教学任务个性化。(3)教学评价个性化。(4)作业布置个性化。最后,通过对初中英语个性化教学实施效果的观察与分析,以及对学生反馈单的分析与讨论,本研究认为,初中英语个性化教学利于提高学生英语学习的兴趣,能够促进学生的个性化发展。诚恳期望本研究能对初中英语教师有一定的启发意义,为促进初中英语教学尽微薄之力。
[Abstract]:< China education reform and development program "pointed out:" the implementation of quality education, to cultivate students' creativity and practical ability as the characteristic of respect for individuality, personality development, personality development, become the first meaning of quality education. Thus, the essential characteristics of quality oriented education is through the personality cultivation and development, so as to promote students to form creative and independent learning ability. And the only way which must be passed of quality education is to respect students' individual differences, focus on the development and the development of students' personality, personalized teaching and cultivating innovative talents. The personalized teaching is based on the actual situation, each student's personality characteristics, background knowledge and experience, develop teaching programs, teaching methods, students meet the personalized needs of training the students' autonomous ability, promoting the development of students and improve. However, although most of the junior middle school English teachers can receive personalized education Learn the concept, but has not yet reached the real implementation of individualized teaching in the English teaching practice in junior high school. Therefore, how to practice the individualized teaching in junior high school English teaching, pay attention to respect the individual differences of students, junior high school English teaching is the current research problems to be solved. This research intends to explore the junior high school English individualized teaching from "post method" perspective to explore how to implement individualized teaching, junior middle school English to "post method" under the guidance of the theory, and then discusses the implementation of junior high school English individualized teaching effect. "Post method" teaching is not a specific teaching method but for a concept and the concept of foreign language teaching. "Post method" beyond the specific method level, not a set of teaching methods of fixed, "post method" education philosophy contains the particularity, practicality and possibility of three parameters, advocate "learner autonomy"," Teacher autonomy "and" teacher empowerment "as the basic principles of foreign language teaching. This research is based on the" post method "theory, through literature method, questionnaire method, interview method, observation research method, case study method, 2 classes of junior high school in Ji'nan City, the second grade 80 as the research object, carried out the study lasts for one semester (September 2016 to December), the research and exploration focused on the following three questions: how to present 1. junior high school English teaching; 2. in" guidance method "theory and practice of junior high school English Teaching in junior middle school 3. personalized; individualized English teaching can improve the students' English learning interest, whether can promote the development of students' personality. In this study, the author based on the concept of individualized education, in order to" post method "education concept as the theoretical basis and support. Firstly, using interview method, questionnaire The investigation, analysis and summary of research status, personalized teaching of junior middle school English classroom observation, although the current junior high school English teaching is attach great importance to the cultivation of students' language ability, the professional quality of teachers also have a good show, but the present situation of junior middle school English teaching is still not optimistic, classroom teaching and teaching activities lack of individuality. Secondly, with the guidance of the "after the method of" theory, this study explores how to practice English individualized teaching, through the design and practice of junior high school English individualized teaching plans, this study suggests that teachers should start from four aspects: Personalized Teaching practice of junior middle school English teaching process. (1) individual (2). (3) the task of teaching personalized teaching evaluation (4 personalized. Individual assignments). Finally, through observation and Analysis on the effect of junior high school English teaching, and feedback analysis and Discussion on single students, this study. In order to improve students' interest in English learning and promote personalized development of students, it is hoped that this study can inspire junior middle school English teachers and contribute to promoting junior middle school English teaching.

【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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