体验式教学法在初中英语语法教学中的应用研究

发布时间：2021-04-15 08:33

语法学习是语言学习的一项重要内容,它直接影响学生语言综合运用能力的形成。但是,新课程改革后,很多老师认为英语教学就是培养学生的交际能力。有些老师开始淡化语法教学,这是片面的、错误的认识。在语法讲授方面,据调查发现,目前仍然有很多教师直接告诉学生语法规则,然后进行练习题的操练,最后要求学生简单的死记硬背。鉴于此,本研究尝试把体验式教学法应用于初中英语语法的教学,从而提高语法课的课堂效率。同时,本研究围绕以下两个问题开展:1.体验式教学方法能否提高初中生学习英语语法的兴趣?2.体验式教学方法能否提高初中生的英语语法成绩?本研究采取文献研究法、问卷调查法、实验法等研究方法,以广州市增城区某校七年级其中两个班80名(各班为40人)学生为研究对象,进行为期一个学期约为20周的教学研究。实验前,研究者对所执教的两个班进行考察。通过对两个班的前测语法成绩进行独立样本T检验,以及对两个班发放调查问卷,证实这两个班英语语法学习情况基本相同。随后,将这两个班级随机分为实验班和控制班,对控制班采用常规的语法教学法,而在实验班则采用体验式英语教学法。实验结束后,对实验班和控制班的后测语法成绩进行独立样本T检验,而对实验班的前、后测语法成绩进行配对样本T检验;对调查问卷的结果进行百分比统计;对访谈结果进行综合分析。基于对研究数据的分析,本研究得出以下结论:体验式教学方法在初中英语语法教学中获得很好的效果,具体表现在:1.体验式教学方法可以明显提高学生的英语语法成绩,尤其是对提高英语成绩有着强烈愿望的中层生。2.体验式教学方法显著提高学生学习英语的兴趣,尤其是对于外向、热爱表现自己、善于与人沟通的学生。另外,本研究还发现,体验式教学方法对不同学习水平、性格、兴趣、学习目标的学生所产生的影响是不同的。至于这种影响的差别有多大,还有待进一步的研究。体验式英语语法教学法是一种高效的语法教学方法,为今后体验式与语法教学相结合的进一步研究提供了参考。
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2019
【分类号】：G633.41

文章目录

Acknowledgments

Abstract

摘要

Chapter One Introduction

1.1 Research Background

1.1.1 Education Reform and the Curriculum Standard

1.1.2 The Situation of English Grammar Teaching in Junior High School

1.2 Research Purpose and Significance

1.2.1 Research Purpose

1.2.2 Research Significance

1.3 Structure of this Thesis

Chapter Two Literature Review

2.1 Overview of Experiential Teaching

2.1.1 Definition of Experiential Teaching

2.1.2 Characteristics of Experiential Teaching

2.1.3 The Comparison between Traditional Teaching Approach andExperiential Teaching Approach

2.1.4 The Comparison between the Situational Teaching Approach andExperiential Teaching Approach

2.2 Study on Experiential Teaching at Home and Abroad

2.2.1 The Origin of Experiential Teaching at Home and Abroad

2.2.2 The Study of Experiential Teaching at Home

2.2.3 The Study of Experiential Teaching Abroad

2.2.4 The Summary of the Study on Experiential Teaching at Home andAbroad

2.3 Study on English Grammar Teaching Approaches at Home and Abroad

2.3.1 The Study of English Grammar Teaching Approaches at Home

2.3.2 The Study of English Grammar Teaching Approaches Abroad

Chapter Three Theoretical Foundations

3.1 The Major Theorietical Foundations of Experiential Teaching

3.1.1 John Dewey’s Theory about Experiential Teaching

3.1.2 Carl Rogers’Theory about Experiential Teaching

3.1.3 Piaget's Theory about Experiential Teaching

3.2 David A.Kolb's Experiential Learning Theory

3.2.1 The Connotation of Kolb's Experiential Learning

3.2.2 The Characteristics of Kolb’s Experiential Learning Characteristics.

Chapter Four Methodology

4.1 Research Questions

4.2 Participants

4.3 Instruments

4.3.1 Questionnaires

4.3.2 Tests

4.3.3 Interview

4.4 The Procedure of the Experiential Grammar Teaching Approach in the EC.

4.5 A Teaching Case using Experiential Teaching Approach in the EC

Chapter Five Results and Discussions

5.1 Results and Discussions of the Questionnaires

5.1.1 Result and Discussion of the Pre-experimental Questionnaire

5.1.2 Result and Discussion of the Post-experimental Questionnaire

5.2 Results and Discussions of the Tests

5.2.1 Result and Discussion of the Pre-tests for English Grammar of the ECand the CC

5.2.2 Result and Discussion of the Post-tests for English Grammar of theEC and the CC

5.3 Result and Discussion of the Interview

5.4 Reasons for Better Effects of Experiential Grammar Teaching Approach

Chapter Six Conclusion

6.1 Major Findings

6.2 Implications of the Study

6.3 Limitations of the Study

6.4 Suggestions for Future Research

References

Appendix1

Appendix2

Appendix3

Appendix4

Appendix5

Appendix6

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