發(fā)布時間：2018-05-12 04:11

  本文選題：文本再構(gòu) + 課堂有效性��； 參考：《長春師范大學(xué)》2017年碩士論文

【摘要】：文本再構(gòu)要求教師在深刻掌握教學(xué)要求和教學(xué)內(nèi)容的基礎(chǔ)之上,結(jié)合教學(xué)實際,通過刪減、調(diào)整、整合等手段,創(chuàng)造出具備知識性、趣味性、易學(xué)性、實用性的教學(xué)素材。隨著語篇教學(xué)的整體推進,廣大教育工作者開始在小學(xué)英語課堂上進行著文本再構(gòu)的探索。但從目前能夠搜索到的資料看大都是期刊,多來自于教學(xué)經(jīng)驗和教學(xué)實踐。大部分教師對于文本再構(gòu)的理論研究缺乏切實可行的實施策略,缺乏相應(yīng)的教學(xué)實驗來論證文本再構(gòu)的有效性。如何有效的再構(gòu)文本,很多教師在實際教學(xué)中還有很多困惑。本文著重研究三個問題,現(xiàn)行的牛津小學(xué)英語教材文本有哪些特征?如何在小學(xué)英語課堂進行文本再構(gòu)?課堂上采用文本再構(gòu),學(xué)生有哪些變化?研究過程中,筆者通過分析當(dāng)前的教育現(xiàn)狀提出小學(xué)英語課堂文本再構(gòu)教學(xué)實驗研究的背景和意義。通過瀏覽大量相關(guān)文獻資料對文本再構(gòu)理論的起源和發(fā)展進行研究,了解文本再構(gòu)的理論基礎(chǔ),分析文本再構(gòu)的實施原則,認(rèn)識了文本再構(gòu)對于提高課堂教學(xué)效果的作用。筆者還梳理了現(xiàn)行一到六年級的整套牛津小學(xué)英語教材,從知識性、趣味性和易學(xué)性對現(xiàn)行教材文本的現(xiàn)狀進行研究和分析,發(fā)現(xiàn)教材有較大的靈活性和開放性。因此需要教師基于教材和所教授學(xué)生需求,對教材進行整合、改編和再構(gòu),來增強知識的復(fù)現(xiàn)率、化解難度,提高教學(xué)效率�；�于此,本文立足于平時的教學(xué)實際,并根據(jù)文本再構(gòu)在小學(xué)英語課堂的實施原則進行為期18周的實驗研究,在實際教學(xué)中打破傳統(tǒng)教育觀念,運用問卷調(diào)查法、訪談法、實驗對比法、測試法等多種方法,通過大量的具體課例詳述了文本再構(gòu)的過程以及具體教學(xué)模式。實驗結(jié)束后,利用SPSS軟件對所收集的問卷調(diào)查、學(xué)生成績等實驗數(shù)據(jù)進行分析,同時整理分析訪談記錄,對文本再構(gòu)在小學(xué)英語課堂的有效性加以實驗論證。通過實驗證明了文本再構(gòu)可以激發(fā)學(xué)生學(xué)習(xí)英語的興趣,促進學(xué)生養(yǎng)成良好的學(xué)習(xí)習(xí)慣。采用文本再構(gòu)之后,英語課堂的活躍度、學(xué)生對于課堂的參與度、學(xué)生對于英語學(xué)習(xí)的認(rèn)同度都有所提高,同時,文本再構(gòu)可以幫助學(xué)生構(gòu)建良好的學(xué)習(xí)策略,提高學(xué)生的英語基礎(chǔ)知識素養(yǎng)和聽、說、讀、寫技能,使學(xué)生具備綜合運用英語的能力。在實驗中,筆者通過對實際教學(xué)的不斷反思,進一步改進文本、完善和總結(jié)適合自己學(xué)生的再構(gòu)策略,為國內(nèi)“文本再構(gòu)”課堂教學(xué)的研究和實驗提供參考。
[Abstract]:Text reconstruction requires teachers to create teaching materials with knowledge, interest, ease of study and practicability on the basis of deeply mastering teaching requirements and teaching contents, combining with teaching practice and by means of deleting, adjusting, integrating and so on. With the development of discourse teaching, educators begin to explore text reconstruction in primary English classroom. However, most of the materials that can be searched are periodicals, mostly from teaching experience and practice. Most teachers lack practical implementation strategies and teaching experiments to demonstrate the validity of text reconstruction. How to reconstruct the text effectively, many teachers still have a lot of confusion in the actual teaching. This paper focuses on three questions: what are the features of the current text of Oxford Primary School English textbooks? How to reconstruct the text in primary school English classroom? What changes do students have when text is restructured in class? In the course of the research, the author puts forward the background and significance of the experimental research on text reconstruction teaching in primary school English classroom by analyzing the current educational situation. This paper studies the origin and development of the text reconstruction theory through reviewing a large number of relevant literature materials, understands the theoretical basis of text reconstruction, analyzes the implementation principles of text reconstruction, and recognizes the role of text reconstruction in improving the classroom teaching effect. The author also combs the whole set of Oxford primary school English textbooks from the first to sixth grade, and studies and analyzes the current situation of the current textbooks from the aspects of knowledge, interest and ease of study, and finds that the textbooks have greater flexibility and openness. Therefore, it is necessary for teachers to integrate, adapt and reconstruct the teaching materials based on the needs of the teaching materials and the students they teach, in order to enhance the repetition rate of knowledge, resolve the difficulty and improve the teaching efficiency. Based on this, this paper bases on the normal teaching practice and carries out an 18-week experimental study according to the implementation principle of text re-construction in primary school English classroom. It breaks the traditional educational concept in the actual teaching, and applies the method of questionnaire survey and interview. Experiment contrast method, test method and many other methods, through a large number of concrete lessons, the text reconstruction process and specific teaching model are described in detail. At the end of the experiment, we use SPSS software to analyze the collected data, such as questionnaire survey, students' scores and so on. At the same time, we analyze the interview records and demonstrate the validity of the text reconstruction in the primary school English classroom. It is proved by experiments that text reconstruction can stimulate students' interest in learning English and promote students to develop good learning habits. After text reconstruction, the activity of English classroom, the participation of students in the classroom, and the students' acceptance of English learning are improved. Meanwhile, text reconstruction can help students to construct good learning strategies. Improve students' basic English literacy and listening, speaking, reading, writing skills, so that students have the ability of comprehensive use of English. In the experiment, through continuous reflection on the actual teaching, the author further improves the text, consummates and summarizes the reconstruction strategy suitable for his students, and provides a reference for the research and experiment of the "text reconstruction" classroom teaching in China.
【學(xué)位授予單位】：長春師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G623.31

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本文編號：1877047