建構(gòu)主義理論視野下初中英語(yǔ)課堂教學(xué)設(shè)計(jì)研究
發(fā)布時(shí)間:2025-07-05 10:37
新課改下以教師為中心的傳統(tǒng)課堂教學(xué)模式已不能滿足需求。面對(duì)教育改革,建構(gòu)主義者提出了一系列在教育領(lǐng)域引起廣泛關(guān)注的教學(xué)觀點(diǎn)。然而,關(guān)于這方面的研究大多停留在理論層面,很少涉及實(shí)踐。 本文通過(guò)把建構(gòu)主義理論應(yīng)用到英語(yǔ)課堂的實(shí)證研究,試圖為初中英語(yǔ)課堂尋找新的教學(xué)模式。在新店中學(xué)實(shí)習(xí)期間,筆者以所任教的九年級(jí)一班和二班120名學(xué)生作為研究對(duì)象進(jìn)行了實(shí)驗(yàn)。兩個(gè)班被分為實(shí)驗(yàn)班和控制班,在實(shí)驗(yàn)班中實(shí)行建構(gòu)主義教學(xué)設(shè)計(jì),而在控制班中繼續(xù)使用傳統(tǒng)的教學(xué)模式。目前存在多種建構(gòu)主義教學(xué)方式,例如支架式教學(xué),拋錨式教學(xué),探究式教學(xué)和合作式教學(xué)。筆者基于實(shí)驗(yàn)對(duì)象的特點(diǎn),主要選用了支架式教學(xué)和合作式教學(xué)兩種建構(gòu)主義教學(xué)設(shè)計(jì)模式。三個(gè)月的教學(xué)實(shí)證研究中,對(duì)實(shí)驗(yàn)班和控制班進(jìn)行了兩次問(wèn)卷調(diào)查,一次是為了掌握兩個(gè)班級(jí)學(xué)生最初的整體學(xué)習(xí)情況,另一次則是在三個(gè)月的教學(xué)實(shí)驗(yàn)后,對(duì)比兩個(gè)班級(jí)學(xué)生的學(xué)習(xí)狀態(tài)。第一次問(wèn)卷調(diào)查結(jié)果顯示在傳統(tǒng)的教學(xué)模式中,兩個(gè)班級(jí)的學(xué)生都明顯缺乏自主學(xué)習(xí)和合作學(xué)習(xí)意識(shí);第二次問(wèn)卷調(diào)查結(jié)果則顯示,通過(guò)建構(gòu)主義教學(xué)設(shè)計(jì)的實(shí)施,實(shí)驗(yàn)班學(xué)生在自主學(xué)習(xí)意識(shí)和合作學(xué)習(xí)意識(shí)方面比控制班學(xué)生有了明顯的提高。 ...
【文章頁(yè)數(shù)】:72 頁(yè)
【學(xué)位級(jí)別】:碩士
【文章目錄】:
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 The Significance of Research
1.3 Organization of the Thesis
Chapter Two Literature Review
2.1 Review of Instructional Design
2.1.1 The Definition of Instructional Design
2.1.2 The Emergence and Development of Instructional Design
2.2 Review of Constructivism
2.2.1 The Definition of Constructivism
2.2.2 Constructivist Views on Education
2.3 The Studies of Instructional Design Based on Constructivism
Chapter Three Theoretical Framework
3.1 Scaffolding Instruction
3.1.1 The Definition of Scaffolding Instruction
3.1.2 The Design of Scaffolding Instruction
3.1.3 Advantages and Disadvantages of Scaffolding Instruction
3.2 Cooperative Learning
3.2.1 The Definition of Cooperative Learning
3.2.2 The Instructional Strategies of Cooperative Learning
3.2.3 The Effects of Cooperative Learning
Chapter Four Research Design and Process
4.1 Research Questions
4.2 Purpose
4.3 Subjects
4.4 Instrument
4.5 Process
4.6 Data Collection
附表
Chapter Five Results and Analysis
5.1 Pre-questionnaire
5.1.1 Results
5.1.2 Data Analysis
5.1.3 Discussion
5.2 Post-questionnaire
5.2.1 Results
5.2.2 Data Analysis
5.2.3 Discussion
Chapter Six Conclusion
6.1 Major Findings
6.2 Limitations of the Study
6.3 Suggestions for Further Studies
Bibliography
Appendix Ⅰ
Appendix Ⅱ
本文編號(hào):4055967
【文章頁(yè)數(shù)】:72 頁(yè)
【學(xué)位級(jí)別】:碩士
【文章目錄】:
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 The Significance of Research
1.3 Organization of the Thesis
Chapter Two Literature Review
2.1 Review of Instructional Design
2.1.1 The Definition of Instructional Design
2.1.2 The Emergence and Development of Instructional Design
2.2 Review of Constructivism
2.2.1 The Definition of Constructivism
2.2.2 Constructivist Views on Education
2.3 The Studies of Instructional Design Based on Constructivism
Chapter Three Theoretical Framework
3.1 Scaffolding Instruction
3.1.1 The Definition of Scaffolding Instruction
3.1.2 The Design of Scaffolding Instruction
3.1.3 Advantages and Disadvantages of Scaffolding Instruction
3.2 Cooperative Learning
3.2.1 The Definition of Cooperative Learning
3.2.2 The Instructional Strategies of Cooperative Learning
3.2.3 The Effects of Cooperative Learning
Chapter Four Research Design and Process
4.1 Research Questions
4.2 Purpose
4.3 Subjects
4.4 Instrument
4.5 Process
4.6 Data Collection
附表
Chapter Five Results and Analysis
5.1 Pre-questionnaire
5.1.1 Results
5.1.2 Data Analysis
5.1.3 Discussion
5.2 Post-questionnaire
5.2.1 Results
5.2.2 Data Analysis
5.2.3 Discussion
Chapter Six Conclusion
6.1 Major Findings
6.2 Limitations of the Study
6.3 Suggestions for Further Studies
Bibliography
Appendix Ⅰ
Appendix Ⅱ
本文編號(hào):4055967
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