用游戏教学法建构初中英语阅读课堂反沉默流的行动研究
发布时间：2021-09-19 20:13
学生在英语阅读课堂上的沉默严重妨碍了阅读教学的正常进行。人们对课堂沉默的原因已经进行过反复的分析和分类。然而,尚未见有消除这种沉默的可行方案。沉默现象是模糊且复杂的课堂现象,涉及到多个领域。英语阅读课堂沉默指的是:出于对社会评价的抵制、恐惧、冷淡和畏缩而默不作声,也就是教师所不期望看到的消极沉默。正是这种沉默,使英语阅读教学变得困难。本次研究着眼于针对课堂消极沉默的可行性操作,以Piaget的建构主义学习理论和Csikszentmihalyi的流理论为基础,以消除消极沉默为目的,运用游戏教学法在初中二年级英语阅读课上进行了为期12周的行动研究。游戏教学法,作为一种有目的、有计划、有针对性的游戏式英语教学活动,能使阅读教学过程符合学生的心理需求,成为学生活动的组成部分,并逐渐形成学生日后的生活组成部分,使学生的内心活动可发展成为一种独立、自主的自我表达,并获取快乐、自由、满足的感觉和内在和外在之间的平衡。本次研究尝试回答两个问题:1)游戏教学法对英语阅读课中的消极沉默有什么影响?2)如何提升并延长游戏教学法的积极作用?行动研究的前中后三次课堂观察记录、前后两次问卷的意向对比分析和讨论结果...
【文章来源】：广州大学广东省
【文章页数】：134 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Purposes
1.3 Research Significance
1.4 Structure of This Thesis
Chapter Two Literature Review
2.1 Studies on Classroom Reticence at Home and Abroad
2.1.1 Studies on Classroom Reticence Abroad
2.1.2 Studies on Classroom Reticence at Home
2.2 Studies on Game-based Approach at Home and Abroad
2.2.1 Studies on Game-based Approach Abroad
2.2.2 Studies on Game-based Approach at Home
2.3 Comments
Chapter Three Theoretical Framework
3.1 Theoretical Bases of the Game-based Approach
3.1.1 Piaget’s Constructivist Theory of Learning
3.1.2 Csikszentmihalyi’s FLOW THEORY
3.2 Definition of Reticence and the FLOW against Reticence
3.2.1 Definition of Reticence
3.2.2 Definition of the FLOW against Reticence
3.3 Definitions of Game-based Approach
3.4 Operational Framework of Game-based Approach
Chapter Four Research Methodology
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Classroom Observations
4.3.2 Questionnaires
4.3.3 Tests of English Reading Performance
4.4 Procedure of the Action Research
4.5 Implementation of the Action Research
4.5.1 Preliminary Investigation
4.5.2 Problem Identification and Confirmation
4.5.3 Research Hypothesis
4.5.4 Overall Action Research Plan
4.5.5 The First-round Action
4.5.6 The Second-round Action
Chapter Five Results and Discussions
5.1 Results
5.1.1 Data Analysis of the Classroom Observations
5.1.2 Data Analysis of the Questionnaires
5.1.3 Data Analysis of the Tests of Reading Performance
5.2 Discussions
5.2.1 Discussions with Constructivist Theory of Learning
5.2.2 Discussions with Some Socio-psychological Points of View
5.2.3 Discussions with the FLOW THEORY
Chapter Six Conclusions
6.1 Major Findings
6.2 Pedagogical Implications,Suggestions and Limitations
6.2.1 Pedagogical Implications and Suggestions
6.2.2 Limitations
References
攻读硕士期间取得的学术成果
Appendix A Results of the Classroom Observations
Appendix B Results of the Questionnaires
Appendix C Tests of English Reading Performance and Scores
Appendix D Samples of Teaching Plans
【参考文献】：
期刊论文
[1]“沉默的螺旋”理论在课堂教学中的研究[J]. 常乐融融. 华夏教师. 2018(16)
[2]“沉默的螺旋”理论文献综述（1974-2016）[J]. 宋美霖. 通化师范学院学报. 2017(12)
[3]沉默的螺旋理论十一年英文文献综述（2005—2016）[J]. 廖玉玲. 传播与版权. 2017(12)
[4]中职英语课堂学生消极沉默现象成因及对策分析[J]. 黄成林. 教育现代化. 2017(05)
[5]沉默的螺旋理论文献综述:1988—200[J]. 王冠禹. 传播与版权. 2016(09)
[6]学生课堂“消极沉默”现象分析及应对策略[J]. 邹灿,王海燕. 教育现代化. 2016(14)
[7]“沉默的双螺旋”理论的提出及其应用[J]. 杨倩. 哈尔滨市委党校学报. 2016(02)
[8]“沉默的螺旋”理论在传统课堂和远程开放学习环境中运用的差异[J]. 王雪炎,张建荣,降小宁. 内蒙古电大学刊. 2015(06)
[9]对中职英语课堂消极沉默现状分析与对策[J]. 欧汝君. 佳木斯职业学院学报. 2015(08)
[10]基于教师提问的公安院校英语课堂沉默研究[J]. 王鹃. 湖北广播电视大学学报. 2014(12)
硕士论文
[1]初中生英语课堂沉默的成因及对策研究[D]. 刘爽.长春师范大学 2017
[2]初中地理课堂中沉默的螺旋理论应用研究[D]. 李晓婷.河南大学 2015
[3]大学英语课堂消极沉默现象的起因及对策研究[D]. 傅晨露.浙江师范大学 2014
本文编号：3402261
【文章来源】：广州大学广东省
【文章页数】：134 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Research Purposes
1.3 Research Significance
1.4 Structure of This Thesis
Chapter Two Literature Review
2.1 Studies on Classroom Reticence at Home and Abroad
2.1.1 Studies on Classroom Reticence Abroad
2.1.2 Studies on Classroom Reticence at Home
2.2 Studies on Game-based Approach at Home and Abroad
2.2.1 Studies on Game-based Approach Abroad
2.2.2 Studies on Game-based Approach at Home
2.3 Comments
Chapter Three Theoretical Framework
3.1 Theoretical Bases of the Game-based Approach
3.1.1 Piaget’s Constructivist Theory of Learning
3.1.2 Csikszentmihalyi’s FLOW THEORY
3.2 Definition of Reticence and the FLOW against Reticence
3.2.1 Definition of Reticence
3.2.2 Definition of the FLOW against Reticence
3.3 Definitions of Game-based Approach
3.4 Operational Framework of Game-based Approach
Chapter Four Research Methodology
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Classroom Observations
4.3.2 Questionnaires
4.3.3 Tests of English Reading Performance
4.4 Procedure of the Action Research
4.5 Implementation of the Action Research
4.5.1 Preliminary Investigation
4.5.2 Problem Identification and Confirmation
4.5.3 Research Hypothesis
4.5.4 Overall Action Research Plan
4.5.5 The First-round Action
4.5.6 The Second-round Action
Chapter Five Results and Discussions
5.1 Results
5.1.1 Data Analysis of the Classroom Observations
5.1.2 Data Analysis of the Questionnaires
5.1.3 Data Analysis of the Tests of Reading Performance
5.2 Discussions
5.2.1 Discussions with Constructivist Theory of Learning
5.2.2 Discussions with Some Socio-psychological Points of View
5.2.3 Discussions with the FLOW THEORY
Chapter Six Conclusions
6.1 Major Findings
6.2 Pedagogical Implications,Suggestions and Limitations
6.2.1 Pedagogical Implications and Suggestions
6.2.2 Limitations
References
攻读硕士期间取得的学术成果
Appendix A Results of the Classroom Observations
Appendix B Results of the Questionnaires
Appendix C Tests of English Reading Performance and Scores
Appendix D Samples of Teaching Plans
【参考文献】：
期刊论文
[1]“沉默的螺旋”理论在课堂教学中的研究[J]. 常乐融融. 华夏教师. 2018(16)
[2]“沉默的螺旋”理论文献综述（1974-2016）[J]. 宋美霖. 通化师范学院学报. 2017(12)
[3]沉默的螺旋理论十一年英文文献综述（2005—2016）[J]. 廖玉玲. 传播与版权. 2017(12)
[4]中职英语课堂学生消极沉默现象成因及对策分析[J]. 黄成林. 教育现代化. 2017(05)
[5]沉默的螺旋理论文献综述:1988—200[J]. 王冠禹. 传播与版权. 2016(09)
[6]学生课堂“消极沉默”现象分析及应对策略[J]. 邹灿,王海燕. 教育现代化. 2016(14)
[7]“沉默的双螺旋”理论的提出及其应用[J]. 杨倩. 哈尔滨市委党校学报. 2016(02)
[8]“沉默的螺旋”理论在传统课堂和远程开放学习环境中运用的差异[J]. 王雪炎,张建荣,降小宁. 内蒙古电大学刊. 2015(06)
[9]对中职英语课堂消极沉默现状分析与对策[J]. 欧汝君. 佳木斯职业学院学报. 2015(08)
[10]基于教师提问的公安院校英语课堂沉默研究[J]. 王鹃. 湖北广播电视大学学报. 2014(12)
硕士论文
[1]初中生英语课堂沉默的成因及对策研究[D]. 刘爽.长春师范大学 2017
[2]初中地理课堂中沉默的螺旋理论应用研究[D]. 李晓婷.河南大学 2015
[3]大学英语课堂消极沉默现象的起因及对策研究[D]. 傅晨露.浙江师范大学 2014
本文编号：3402261
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