體驗式學習理論要求教師依據教學內容為學生創(chuàng)設一個真實或接近真實的語言環(huán)境。近幾年來,國內外許多專家學者都對此理論及其運用展開了研究。但是,將其運用于英語語法教學的還不多。因此,筆者嘗試把體驗式學習理論運用到初中英語語法課堂中,擬解決以下兩個問題:(1)體驗式學習理論對初中生英語語法學習策略和學習態(tài)度會產生什么影響?(2)體驗式學習理論對初中生的英語學習成績會產生什么影響?為了回答以上問題,自2016年9月始到2016年12月止,作者在鄭州一中經開實驗學校開展了為期大約18周的教學實驗。參加本次教學實驗的是來自本校八年級兩個班的100位學生,每個班50人,其中一個班為控制班,另一個為實驗班。在實驗期間,控制班采用傳統的方法進行英語語法教學,而實驗班采用體驗式學習方法。為了調查實驗前后控制班和實驗班學生學習英語語法的興趣和學習效果,作者使用了前后調查問卷和前后測試作為研究工具。分析前后調查問卷取得的數據,作者發(fā)現,經過相同時長的教學,相比實驗前,實驗班的學生對英語語法學習的態(tài)度更加積極主動。通過分析兩個班的前測和后測數據,作者發(fā)現,體驗式學習方法更加有助于提高學生英語語法的成績,這也證實了...

【文章頁數】：81 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
ABSTRACT
摘要
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Research Questions
    1.4 Methods of the Research
    1.5 Structure of the Thesis
Chapter Two Literature Review
    2.1 Related Studies on Experiential Learning Theory Abroad and at Home
        2.1.1 Related Studies on Experiential Learning Theory Abroad
        2.1.2 Related Studies on Experiential Learning Theory at Home
    2.2 Related Studies on English Grammar Teaching
    2.3 Related Studies on the Application of Experiential Learning Theory to EnglishGrammar Teaching
    2.4 Summary
Chapter Three Theoretical Framework
    3.1 Constructivism—Theoretical Basis of Kolb’s Experiential Learning Theory
    3.2 Experiential Learning and Kolb’s Experiential Learning Cycle
        3.2.1 Features of Experiential Learning
        3.2.2 Experiential Learning Cycle
    3.3 Summary
Chapter Four Research Design
    4.1 Research Participants
    4.2 Research Instruments
        4.2.1 Questionnaires
        4.2.2 Tests
        4.2.3 SPSS software
    4.3 Research Procedure
        4.3.1 Pre- questionnaire
        4.3.2 Pre-test
        4.3.3 Teaching Design
        4.3.4 Post- test
        4.3.5 Post-questionnaire
        4.3.6 Sample Lesson in EC
Chapter Five Data Analysis and Discussion
    5.1 Analysis of the Questionnaires
        5.1.1 Analysis of Questionnaires in CC
        5.1.2 Analysis of Questionnaires in EC
    5.2 Analysis of Pre-test and Post-test in CC and EC
        5.2.1 Comparative Analysis of Pre-test in CC and EC
        5.2.2 Comparative Analysis of Post-test in CC and EC
        5.2.3 Comparative Analysis of Pre-test and Post-test in CC
        5.2.4 Comparative Analysis of Pre-test and Post-test in EC
    5.3 Discussion
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Research
    6.4 Suggestions for Further Study
Bibliography
Appendix Ⅰ Questionnaire I
Appendix Ⅱ Questionnaire II
Appendix Ⅲ Pre-test Paper
Appendix Ⅳ Post-test Paper
Appendix Ⅴ Scores of Pre-test and Post-test in EC and CC



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