發(fā)布時(shí)間：2024-12-10 03:20

　　傳統(tǒng)的外語(yǔ)教學(xué)過(guò)分強(qiáng)調(diào)語(yǔ)言知識(shí)的掌握,教學(xué)設(shè)計(jì)關(guān)注教師的解釋和學(xué)生對(duì)課本知識(shí)點(diǎn)的記憶,從而導(dǎo)致了學(xué)生被動(dòng)的參與課堂,死記硬背的學(xué)習(xí)方式。換言之,傳統(tǒng)的教學(xué)模式已經(jīng)不符合新課改的要求。另一方面,面臨新課標(biāo),建構(gòu)主義學(xué)習(xí)理論不但關(guān)注學(xué)生學(xué)習(xí)知識(shí)和技能的掌握,同時(shí)也注重培養(yǎng)學(xué)生終身學(xué)習(xí)的能力.基于建構(gòu)主義的教學(xué)設(shè)計(jì)的目標(biāo)就是激發(fā)和培養(yǎng)學(xué)生自主學(xué)習(xí)和和做學(xué)習(xí)的能力,培養(yǎng)他們搜集信息,處理信息及解決問(wèn)題的能力。作為一門(mén)以實(shí)踐運(yùn)用為目的的學(xué)科,英語(yǔ)的教學(xué)設(shè)計(jì)是適合采用建構(gòu)主義學(xué)習(xí)理論指導(dǎo)的。然而,許多關(guān)于建構(gòu)主義的研究主要在理論領(lǐng)域,很少涉及到具體學(xué)科的應(yīng)用研究。筆者從建構(gòu)主義學(xué)習(xí)理論的源頭和發(fā)展談起,結(jié)合教學(xué)實(shí)踐進(jìn)行建構(gòu)主義教學(xué)設(shè)計(jì)。本實(shí)驗(yàn)試圖探討建構(gòu)主義教學(xué)效果,在深圳布吉高級(jí)中學(xué)開(kāi)展的一項(xiàng)實(shí)證研究。在試驗(yàn)時(shí),作者將其所任教的高一年級(jí)十三班和十四班作為研究對(duì)象。根據(jù)上學(xué)期期末考試成績(jī)隨機(jī)的將十三班作為實(shí)驗(yàn)組,十四班作為控制組。在為期十六周的試驗(yàn)中,兩組實(shí)驗(yàn)對(duì)象都采用了問(wèn)卷和考試的研究方式。從橫向和縱向兩個(gè)角度對(duì)實(shí)驗(yàn)數(shù)據(jù)進(jìn)行研究分析�？v向研究的目的是為了掌握實(shí)驗(yàn)組學(xué)生的學(xué)習(xí)狀況是否有所改善以及在哪...

【文章頁(yè)數(shù)】：69 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Research Background
    1.2 Significance of the Study
    1.3 Structure of the Thesis
Chapter 2 Literature Review
    2.1 Introduction to the Instructional Design
    2.2 Introduction of Constructivism
    2.3 Constructivism Learning Theory
        2.3.1 Constructivist View of Knowledge
        2.3.2 Constructivist View of Learning
        2.3.3 Constructivist View of Teaching
        2.3.4 Constructivist View of Learning Context
    2.4 Application of Constructivism to Teaching
        2.4.1 Scaffolding Instruction
        2.4.2 Anchored Instruction
        2.4.3 Random Access Instruction
    2.5 The Studies of Instructional Design Based on Constructivism
Chapter 3 Research Methodology
    3.1 Research Questions
    3.2 Research Description
        3.2.1 Purposes
        3.2.2 Subjects
        3.2.3 Instruments
        3.2.4 Procedures
    3.3 Sample of the Constructivism-based Teaching Mode
Chapter 4 Results and Data Analyses
    4.1 Vertical Analysis
        4.1.1 Analysis of Examinations
        4.1.2 Data Analysis of the Questionnaire for Experimental Group
        4.1.3 Discussion of Vertical Analysis
    4.2 Horizontal analysis
        4.2.1 Analysis of Three-time Examinations
        4.2.2 Analysis of Pre-questionnaire for the Two Groups
        4.2.3 Analysis of Post-questionnaire for the Two Groups
        4.2.4 Discussion of the Horizontal Analysis
    4.3 Summary of Discussions
Chapter 5 Conclusion
    5.1 Summary of Major Findings
    5.2 Pedagogical Implication
    5.3 Limitations of the Study
    5.4 Suggestions for Further Studies
References
Appendixes
    Appendix Ⅰ:Questionnaire for Students
    Appendix Ⅱ:Data Collection from Questionnaire for EG
    Appendix Ⅲ:Data Collection from Questionnaire for CG
    Appendix Ⅳ:Data Collection from Examinations
攻讀碩士學(xué)位期間科研成果



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