“336”自主学习模式在高中英语口语教学中的应用研究

发布时间：2018-08-03 11:23

【摘要】：根据2017年高考英语改革最新方案,英语总分150分,一年考试两次。改革开始后,考试内容将分笔试和口试两项,不同于改革之前的只有笔试。因此,口语更加重要是不言而喻的。这次改革也与高中新课程标准相一致。然而,英语口语教学和学习中还存在很多不足的地方。不同的教学方法在英语口语教学中都有广泛的应用,如交际教学法、词块教学法、任务型教学法、情境教学法和支架式教学法,但它们多没有贯彻“确保学生在教师指导下的主体作用”这一宗旨。为解决这些问题,作者尝试将“336”自主学习模式应用在高中英语口语教学中,并用实验证明其有效性。“336”自主教学模式是自主学习的一种,其基本模式如下:“336”自主学习模式的的前一个“3”是指“336”自主学习的三大特点,即立体式、大容量、快节奏。第二个“3”是指自主学习的三个模块,即预习、展示和反馈。“6”是指自主学习的六个环节,即预习交流、明确目标、分组合作、展现提升、穿插巩固和达标测评。这种教学方法通过借鉴其他地区改革的成功经验而逐渐形成,符合素质教育和新课标改革的要求。“336”自主教学模式以课堂中学生独立学习为特征是有一个价值的教学模式,因为大部分的课堂时间是由学生而不是老师支配。本文主要研究探讨以下三个问题:第一,高中英语口语学习中主要存在的问题是什么?第二,高中英语口语学习中问题产生的原因是什么?第三,“336”自主学习模式对提高学生的口语成绩有怎样的影响?作者采取科学的研究方法使得本文严谨可信。这些研究方法在收集本研究相关信息和数据必不可少。这些研究方法包括问卷调查法、测试法和访谈法。本文共分为六章:第一章是简介,分五部分介绍研究背景、研究意义、研究问题、研究方法和论文结构。第二章是文献综述,主要介绍英语口语教学和“336”自主学习模式的国内外研究情况。第三章是理论依据,本研究的理论依据是建构主义。本章主要介绍了建构主义的定义、主要思想和特征。第四章是实验设计,本章主要介绍了研究目的、研究对象、研究工具、实验过程和一个教学案例。第五章是结果与讨论,本章主要对收集的数据进行分析。分别对前后测、问卷和访谈分析。第六章是结论。本章总结了主要的研究发现、研究中尚存的不足,并对以后的研究提出了建议。本章的主要发现显示“336”自主学习模式在高中英语口语教学中的应用有助于提高学生的兴趣和口语水平。在分析前后测作者用了SPSS,分析调查问卷用到了表格。本研究可以在一定程度上帮助高中英语老师改善教学,也为英语不好的学生提供了英语学习方法。
[Abstract]:According to the latest plan of college entrance examination English reform in 2017, the total score of English is 150, twice a year. After the reform, the content of the examination will be divided into written test and oral test, different from the only written test before the reform. Therefore, it is self-evident that oral English is more important. The reform is in line with the new high school curriculum standards. However, there are still many deficiencies in oral English teaching and learning. Different teaching methods are widely used in oral English teaching, such as communicative teaching, lexical chunks, task-based teaching, situational teaching and scaffolding teaching. However, they do not carry out the principle of "ensuring the main role of students under the guidance of teachers". In order to solve these problems, the author tries to apply "336" autonomous learning model to oral English teaching in senior high school, and proves its effectiveness by experiments. "336" autonomous learning model is a kind of autonomous learning model. Its basic model is as follows: the former "3" of "336" autonomous learning mode refers to three characteristics of "336" autonomous learning, namely, three-dimensional, large capacity and fast rhythm. The second "3" refers to the three modules of autonomous learning, that is, preview, presentation and feedback. This teaching method is gradually formed by learning from the successful experiences of other regions' reform, which accords with the requirements of quality education and the new curriculum standard reform. "336" independent teaching mode is a valuable teaching mode characterized by independent learning of middle school students in class. Because most of the classroom time is dominated by students, not teachers. This paper focuses on the following three questions: first, what are the main problems in oral English learning in senior high school? Second, what are the reasons for the problems in oral English learning in senior high school? Thirdly, how does the "336" autonomous learning model affect the improvement of students' oral performance? The author adopts scientific research methods to make this paper rigorous and credible. These research methods are essential for collecting information and data related to this study. These research methods include questionnaire survey, test and interview. This paper is divided into six chapters: the first chapter is a brief introduction, divided into five parts to introduce the research background, research significance, research problems, research methods and the structure of the paper. The second chapter is a literature review, mainly introduces the oral English teaching and "336" autonomous learning model at home and abroad. The third chapter is the theoretical basis, the theoretical basis of this study is constructivism. This chapter introduces the definition, main ideas and characteristics of constructivism. The fourth chapter is the experiment design, this chapter mainly introduces the research purpose, the research object, the research tool, the experiment process and a teaching case. The fifth chapter is the result and the discussion, this chapter mainly carries on the analysis to the collected data. Before and after the test, questionnaire and interview analysis. Chapter six is the conclusion. This chapter summarizes the main findings, the remaining deficiencies in the study, and put forward suggestions for future research. The main findings of this chapter show that the application of "336" autonomous learning model in oral English teaching in senior high school helps to improve students' interest and oral proficiency. The authors used SPSS before and after the analysis, and the questionnaires used tables. To some extent, this study can help English teachers to improve their teaching, and also provide English learning methods for students with poor English.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

【相似文献】