“以听促学”英语学习方法在初中英语教学中的实证研究

发布时间：2018-07-18 11:57

【摘要】：目前在中学英语教学中,一方面,普遍存在“费时多,收效低”的问题;另一方面,虽然中学英语教材在内容和编排上都有了新的变化,但是,英语教师教学观念落后,教学理念只停留在“英语是一门语言知识课的教学观念上”,教师上课只讲解一些知识点,学生只是学习如何翻译课文。另外,虽然近几年出现了许多新的教学方法,但在考试制度的驱使下,教师大多数情况下把持着课堂,学生只是忙于低头做笔记。学生的英语水平普遍低下,使用英语的能力差。许多学生学了几年英语,还只认识一些简单的英语单词,语法知识更是稀里糊涂,更别说说、写的输出能力了。因此,教师必须寻找一条行之有效的教学方法,因为教师的教学方法对教学质量起着至关重要的决定性因素。本次研究旨在测试听力的提高是否可以更好地提高了听、说、读、写四项技能。因此,笔者首先通过问卷调查了解初中生学习英语的听力情况,发现存在的问题。随后,笔者运用以听促学的教学方法,经过4个月的实践研究,通过期末考试成绩来分析听力的提高是否同时提高了读、写的能力。最后,由于目前考试试卷中无法体现学生口语能力,笔者随机抽取10名学生进行口语测试,目的旨在了解学生通过以听促学的学习方法是否提高了学生的口语水平。本文运用了问卷调查、测试等形式,并运用SPSS数据统计软件处理和分析了所收集到的数据,并得出了以下结论:问卷调查显示学生普遍意识到听力的重要性,但家长和教师对学生的听力学习也仅仅是提供了多媒体设备,教师对学生的听力技巧教授也是少之又少。最主要的绝大多数学生认为练习听力最好的方式是做与考试配套的听力练习,可见学生对听力的重要性认识不够,而且遇到听力学习问题时的解决方法不正确。通过测试分析了实验班和对比班的成绩,发现实验班在运用了“以听促学”教学方法后的成绩明显高于对比班。为了收集精确的数据,作者使用独立样本T检验对收集数据进行分析,结果显示实验班在四个月的训练后均值为101.80,控制班的均值为95.42,sig.0.05。也就是说两个班级之间存在明显的差异。口语测试显示学生由原来不敢说或者只能说一些简单的单词到可以对话,朗读文章,而且还可以用不同的句型来自由的表达自己的观点。测试结果为百分之七十的学生获得了等级A,百分之二十获得等级B,百分之十获得等级C,没有等级D。最令作者惊奇的是其中一名学生获得了满分。
[Abstract]:At present, in the middle school English teaching, on the one hand, there is the problem of "time-consuming and inefficient"; on the other hand, although there have been new changes in the content and arrangement of English teaching materials in middle schools, English teachers' teaching concepts are backward. The teaching idea only stays on "English is the teaching idea of a language knowledge course", the teacher only explains some knowledge points in class, the student only learns how to translate the text. In addition, although there have been many new teaching methods in recent years, under the driving of the examination system, teachers control the classroom most of the time, and the students are just busy taking notes with their heads down. Students' English level is generally low and their ability to use English is poor. Many students learn English for several years, but only know some simple English words, grammar is confused, not to mention the ability to write output. Therefore, teachers must find an effective teaching method, because teachers' teaching methods play a crucial role in the quality of teaching. The aim of this study was to test whether the improvement in listening improved the four skills of listening, speaking, reading and writing. Therefore, first of all, the author investigates the listening situation of junior high school students by questionnaire and finds out the existing problems. After four months of practical research, the author analyzes whether the improvement of listening improves the ability of reading and writing at the same time. Finally, because the students' oral ability can not be reflected in the present examination paper, the author selects 10 students randomly for oral test, in order to find out whether the students' oral ability can be improved by listening and promoting learning. In this paper, questionnaires and tests are used, and SPSS statistical software is used to process and analyze the collected data. The conclusions are as follows: the questionnaire survey shows that students are generally aware of the importance of listening. However, parents and teachers only provide multimedia equipment for students' listening learning, and teachers' teaching of students' listening skills is also very rare. Most of the students think that the best way to practice listening is to do the listening exercises matching with the examination, which shows that the students do not know enough about the importance of listening, and the solution to the problem of listening learning is not correct. Through the test and analysis of the results of the experimental class and the contrast class, it is found that the results of the experimental class are obviously higher than those of the contrast class after using the teaching method of "promoting learning by listening". In order to collect accurate data, the author uses independent sample T test to analyze the collected data. The results show that the average value of the experimental class is 101.80 after four months' training, and the average value of the control class is 95.42 sig.0.05. In other words, there are obvious differences between the two classes. The oral test shows that students can speak or speak simple words to talk, read, and express their opinions freely in different sentence patterns. The test showed that 70% students received grade A, 20% grade B, 10% grade C, and no grade D. The most surprising thing to the author was that one of the students got a full score.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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