活动方式在小学英语课堂教学中的应用.docx
- 文档编号:16988036
- 上传时间:2023-07-21
- 格式:DOCX
- 页数:63
- 大小:1.48MB
活动方式在小学英语课堂教学中的应用.docx
《活动方式在小学英语课堂教学中的应用.docx》由会员分享,可在线阅读,更多相关《活动方式在小学英语课堂教学中的应用.docx(63页珍藏版)》请在冰点文库上搜索。
活动方式在小学英语课堂教学中的应用
分类号密级
UDC编号
教育硕士专业学位研究生学位论文
论文题目:
ApplicationoftheActivityApproachtoEnglishTeachinginPrimarySchools
活动方式在小学英语课堂教学中的应用
学院外语学院
专业名称学科教学(英语)
研究方向英语教育
研究生姓名晋迎翠学号04200208016
导师姓名张人俐职称副教授
2008年6月4日
ApplicationoftheActivityApproachtoEnglishTeachinginPrimarySchools
活动方式在小学英语课堂教学中的应用
By
JinYingcui
晋迎翠
SupervisedBy
ProfessorZhangRenli
张人俐
DISSERTATION
SubmittedinPartialFulfillmentoftheRequirements
fortheDegreeof
MASTEROFEDUCATION
inEnglishEducation
YunnanNormalUniversity
Kunming,P.R.China
June,2008
独创性声明
本人声明所呈交的学位论文是我个人在导师指导下进行的研究工作及取得的研究成果。
尽我所知,除文中已经标明引用的内容外,本论文不包含任何其他个人或集体已经发表或撰写过的研究成果。
对本文的研究做出贡献的个人和集体,均已在文中以明确方式标明。
本人完全意识到本声明的法律结果由本人承担。
学位论文作者签名:
2008年6月4日
学位论文版权使用授权书
本学位论文作者完全了解学校有关保留、使用学位论文的规定,即:
学校有权保留并向国家有关部门或机构送交论文的复印件和电子版,允许论文被查阅和借阅。
本人授权云南师范大学可以将本学位论文的全部或部分内容编入一个数据库进行检索,可以采用影印、缩印或扫描等复制手段保存或汇编本学位论文。
学位论文作者签名:
指导教师签名:
2008年6月4日2008年6月4日
STATEMENTOFAUTHORSHIP
Exceptwherereferenceismadeinthetextofthethesis,thisthesiscontainsnomaterialpublishedelsewhereorextractedinwholeorpartfromathesispresentedbymeforanotherdegreeordiploma.
Nootherperson’sworkhasbeenusedwithoutdueacknowledgementinthemaintextofthethesis.
Thisthesishasnotbeensubmittedfortheawardofanyotherdegreeordiplomainmytertiaryinstitution.
Signed
Dated
Acknowledgements
Iwouldliketotakethisopportunitytoexpressmysinceregratitudetomysupervisor,ZhangRenli,whoistheProf.intheSchoolofForeignLanguagesofYunnanNormalUniversity,forherencouragement,constructivesuggestionsandkindlyassistanceandvaluablesuggestionsduringtheprocessofmythesiswriting.Herwillingnesstogivehertimesogenerouslyhasbeenverymuchappreciated.Herkindandtimelyhelphasmadethepapermuchbetterthanitwouldhavebeen.
Mygratitudealsoextendstoalltheteacherswhotaughtmeduringmygraduateyearsfortheirkindencouragementandpatientinstructions.Pro.LiuShoulan,Pro.Lilisheng,Pro.HeChangyi,Pro.LiuHanyu,Pro.ZhangKeqin,Pro.YangDuanhe,andPro.HuDeying,fortheirhardworkingduringthewholethreeandahalfyearsofmystudyhere.
Lastbutnottheleast,IwouldliketooffermyparticularthankstomycolleagueswhoareinthePrimarySchoolAffiliatedtoKunmingTeachers’Collegeforprovidingmewithworksamplesinthisstudy.
Mydeepgratitudewillcertainlygotomyhusband.Withouthisfinancialsupportandunderstanding,Icouldn’thavebeenabletocompletemystudyandthisthesis.
Contents
ChaperOneIntroduction1
1.1ThesituationinprimaryschoolEnglishteaching1
1.2Theresearchquestions2
1.3Background3
1.4Focusofthestudy3
1.5Definitionofterms5
1.6Significanceofthestudy6
1.7Thestructureofthestudy8
ChapterTwoLiteratureReview9
2.1Backgroundoftheactivitymethods9
2.2Termsanddefinitions9
2.2.1Activityandactivity-basedlearning9
2.2.2Whatarethemethodandtheapproach10
2.3Basictheoryoftheactivitymethods10
2.4Relatedtheoriesoftheactivitymethod12
2.4.1Theoryoflanguagelearningstyleandlearningactivities12
2.4.2Theoryoflanguageandlearning13
2.4.3Theoryoflanguageteaching14
2.5Majorbeliefsofactivitymethod15
2.6Overviewofchildlanguagedevelopment16
2.7Generalcharacteristicsofthechildren16
2.8Enlightenmentforteaching17
2.8.1Workingwithwords17
2.8.2Playinggames18
2.8.3Songs,rhymesandchants17
2.8.4Story-telling21
2.8.5Playsanddrama22
2.8.6Usingpictures22
2.8.7Cooperation23
2.8.8Errorcorrection23
2.9Conclusion24
ChapterThreeMethodology24
3.1Introduction25
3.2Methodologicalrationale25
3.3Researchdesign26
3.4Researchinstruments27
3.4.1Researchquestions27
3.4.2Participants27
3.5Contentsofthestudy29
3.5.1Preparation29
3.5.2Severalstepsusedintheclassroomactivity29
3.5.3Teachingtechniques31
3.6Methodsofthestudy33
3.6.1Datacollectioninstruments33
3.6.2Englishfinalexaminations33
3.6.3Questionnaires34
3.6.4Interviews34
3.6.5Waysofdataanalysis35
3.7Limitationofthestudy35
3.7.1Conceptdefinitionlimitation36
3.7.2Timelimitation36
3.7.3Biasofchoiceofthesubjects36
3.8Summaryofmethodology37
ChapterFourResultsandDiscussions37
4.1Introduction38
4.2Resultsofqualitativeandqualitativeresearch38
4.2.1ResultsofqualitativeresearchtothefinalEnglishexamination38
4.2.2Resultsofquantitativeresearchtothequestionnaires42
4.2.3Resultsofqualitativeresearchtotheinterviews47
4.3Discussionsaboutthestudy49
4.4Findings50
4.4.1Findingsabouttheactivity50
4.4.2Thepointofactivityissues54
ChapterFiveConclusionsandImplications55
5.1Introduction56
5.2Generalconclusionsofthestudy56
5.3Pedagogicalimplications57
5.4Limitationsandrecommendationsforthefurther58
5.4.1Limitations58
5.4.2Recommendationsforfurtherresearch58
5.5Sammary59
References60
Appendix162
Appendix263
ListofTables00
Table3.1BasicInformationoftheStudentsInvolved28
Table3.2BasicInformationoftheTeachersInterviewed29
Table4.1GroupStatistics39
Table4.2CaseProcessingSummary40
Table4.3DifferentExaminationsforComparedGroup41
Table4.4PairedSamplesStatistics41
Table4.5PairedSamplesCorrelations42
Table4.6PairedSamplesTest42
Abstract
EnglishisacompulsorysubjectinprimaryschoolcurriculuminChinanow.Everyteacherwhodevoteshimselftothisfieldtriestofindabetterwaytoteachwell.Andlearningactivities,onthepremisedofstudents’physicalandpsychologicalcharacteristicsandthepedagogicalcriteriaoftheprimaryeducation,areextensivelyappliedtoenhanceeducationaleffects.Accordingtothetheoreticalandexperimentalstudiesofmanyotherresearchers,activitiesactuallyproducepositiveoutcomesandimproveacademicperformances.The“dualactivityapproach”whichisdevelopedbyWangCairen,aChineseprofessorofEnglishandhasbeenwidelypracticedinsecondaryschoolsiscontinuouslystudiedandexperimentedduringtheprocessoffulfillingthiswritingtask.Thisthesisattemptstoexplorethefeasibilityandtheoperatingformsofthisapproachbasedonanalysesofsurveysandteachingexperiencesaswell.
Thestudycombinesquantitativeandqualitativeresearchandthemeasuringinstrumentsincludequestionnaires,aseriesofindividualandgroupinterviewsandthetestsbeforeandaftertheexperiment.The218respondents,between6—12yearsold,arefromtheAffiliatedPrimarySchoolofKunmingTeachers’College.ThecomparisondataarecollectedaboutthedifferencesintheEnglishlanguagelearningbeforeandaftertheexperiment.PEPPrimarySchoolStudents’Bookistheteachingmaterialsforthistask.Theexperimentlastsforhalfanacademicyear,andnowitiscontinuing.Itsresulthasrevealedthefollowingfindings:
First,activitiescanignitethepupils’interestinEnglishlearning,retaintheirattentionandstrengthentheirmotivation,enthusiasmandconfidence,createthestudents’imaginationandstiruptheirinspirationaswell;Second,learningactivitieshelpcreateanuninhibited,sympathetic,warmclassroomatmosphereforpupilstolearninarelaxedstateandlargelyreducedthestressandanxietyinlanguagelearning.Thestudentslearntocooperateactively;Third,activitieschallengetheexistingknowledgebase,thuspresentanopportunityforteacherstoenlargetheirknowledgeconstantlyandtoenhancetheirteachingability;Fourth,activitiescanhelpstudentsmakegreaterachievementsintheirEnglishlearningandtraintheirlistening,speakingandwritingskills;Atlast,activitiesdevelopcloserapportwithteachersandstudentsandconvertthetraditionalteacher-centeredlearningmodeltothemodernstudent-centeredmodel,buildaharmoniousrelationshipbetweenteachersandstudents.
KeyWords:
Dualactivitytheory;activities;application;learners;teachers
摘要
在当今中国,英语已经成为小学教学中的一门必修课。
每一位致力于这一领域的老师都努力寻找一种更好的方法来教学得更好,而适合于小学生身体和心理特点并符合小学英语教学要求的学习活动得到了广泛的采纳和运用,用以提高英语教学效果。
经过许多研究者的理论和实践研究证明,教学活动在英语语言学习和教学中的确实产生积极的效果并促进了学习的提高在论文写作期间,作者继续研究和试验了英语教授王才仁提出的并广泛运用于中学中的“二元活动方法”。
基于对调查和教学实验的分析,也基于作者丰富的小学教学经验和小学阶段学生的特定心理和生理特点,本文试图探究这种方法在小学英语课堂教学中的可行性和这种方法的具体操作形式。
本课题研究结合定性和定量的研究和分析,测试手段包含问卷和一系列对个人和小组的访问,以及实施实验前后的测试情况。
被试者来自昆明师专附小的218位小学生,他们的年龄在6至12岁之间。
实验比较数据则从他们的活动课题实施英语语言学习的实验之前和之后中收集。
PEP小学英语教材则作为这次课题的实验材料。
这项课题实验持续了半年时间,现在还在继续。
实验结果揭示了如下发现:
第一,活动能激发学生学习英语的兴趣,保持他们的注意力并增强他们学习语言的动机、学习热情和自信心,以及开发学生的想象和激发学生学习的欲望;第二,学习活动帮助学生创造一种无拘无束的,善解人意的,友好的课堂学习氛围,让学生在一种放松的学习环境里学习,以最大限度地减少他们的压力和降低语言学习的焦虑,让学生学会积极地进行合作学习;第三,活动挑战教师现有的知识基础,为老师提供一个扩展他们的专业知识,增强他们自身教学能力的机会;第四,活动能帮助学生在英语学习中提高学习成绩,训练他们的听说读写的能力;第五,活动能促成师生之间良好、融洽紧密关系的形成,把传统的以教师中心的模式改变为现代的以学生中心的学习模式,创造一种和谐的师生关系。
关键词:
二元活动理论;活动;应用;学习者;教师
ChapterOneIntroduction
1.1ThesituationinprimaryschoolEnglishteaching
AccordingtotheBasicRequirementsforPrimaryEnglishCourseissuedbytheNationalMinistryofEducationin2001,thepupilsinmostbigcitiesandcountiesmustlearnEnglishinschools.Fromthenon,Englishteachinginprimaryschoolshasbeengraduallyintroducedintosmalltowns,evenintovillages.Englishbecomesacompulsorysubjectinprimaryschoolcurriculum.So,afterthepublicationofthisBasicRequirements,manyprimaryschoolsclaimthattheyhavestartedEnglishcoursenormallyfromGrade3,insomeschools,evenfromGrade1.Itishighlyregardedasanessentialcomponentofthe"quality-orientededucation".
Howtodevelopandmakefulluseoftheexistingteachingmethodsisakeyissuefortheteachers,sincemostEnglishteachersarenotexperiencedinthisfield;theproblem,howtoteachpupils,appear
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 活动 方式 小学英语 课堂教学 中的 应用