發(fā)布時(shí)間：2024-04-12 00:28

　　體驗(yàn)式學(xué)習(xí)理論要求教師依據(jù)教學(xué)內(nèi)容為學(xué)生創(chuàng)設(shè)一個(gè)真實(shí)或接近真實(shí)的語言環(huán)境。近幾年來,國內(nèi)外許多專家學(xué)者都對此理論及其運(yùn)用展開了研究。但是,將其運(yùn)用于英語語法教學(xué)的還不多。因此,筆者嘗試把體驗(yàn)式學(xué)習(xí)理論運(yùn)用到初中英語語法課堂中,擬解決以下兩個(gè)問題:(1)體驗(yàn)式學(xué)習(xí)理論對初中生英語語法學(xué)習(xí)策略和學(xué)習(xí)態(tài)度會產(chǎn)生什么影響?(2)體驗(yàn)式學(xué)習(xí)理論對初中生的英語學(xué)習(xí)成績會產(chǎn)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(jīng)開實(shí)驗(yàn)學(xué)校開展了為期大約18周的教學(xué)實(shí)驗(yàn)。參加本次教學(xué)實(shí)驗(yàn)的是來自本校八年級兩個(gè)班的100位學(xué)生,每個(gè)班50人,其中一個(gè)班為控制班,另一個(gè)為實(shí)驗(yàn)班。在實(shí)驗(yàn)期間,控制班采用傳統(tǒng)的方法進(jìn)行英語語法教學(xué),而實(shí)驗(yàn)班采用體驗(yàn)式學(xué)習(xí)方法。為了調(diào)查實(shí)驗(yàn)前后控制班和實(shí)驗(yàn)班學(xué)生學(xué)習(xí)英語語法的興趣和學(xué)習(xí)效果,作者使用了前后調(diào)查問卷和前后測試作為研究工具。分析前后調(diào)查問卷取得的數(shù)據(jù),作者發(fā)現(xiàn),經(jīng)過相同時(shí)長的教學(xué),相比實(shí)驗(yàn)前,實(shí)驗(yàn)班的學(xué)生對英語語法學(xué)習(xí)的態(tài)度更加積極主動。通過分析兩個(gè)班的前測和后測數(shù)據(jù),作者發(fā)現(xiàn),體驗(yàn)式學(xué)習(xí)方法更加有助于提高學(xué)生英語語法的成績,這也證實(shí)了...

【文章頁數(shù)】：81 頁

【學(xué)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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