论文题目:“做中学”视角下初中英语优质课中的活动分析
摘要:为了了解初中英语优质课课堂中学生的活动情况,为英语教师课堂活动设计和开展提供参考,本文以全国初中英语优质课为例,以课堂观察为主要研究方法,分析初中英语课堂学生活动情况。通过观察第十三届全国初中英语教学观摩案例中8堂课的教学视频,收集相关数据和信息。本文以学生为观察维度,研究初中英语优质课堂中学生的活动情况,有三个研究问题:(1)这些优质课中学生认知活动,情感活动和肢体活动是否平衡?各类活动的比例是多少?(2)初中英语优质课课堂中认知活动,情感活动,肢体活动所涉及到的具体类别都有什么?(3)初中英语优质课课堂中学生在这些活动中的参与度如何?研究发现:首先,8节初中英语优质课中三类活动不平衡,其中,认知活动的比例最大。其次,在认知活动中,具体类别主要涉及学习理解,应用实践和迁移创新;在情感活动中,具体类别主要涉及激发兴趣与动机,鼓励自信与意志,培养学生合作精神、家国意识、国际视野以及价值观6类活动;在肢体活动中,具体类别主要涉及表演类和交际类两种。最后,学生在应用实践类活动中的参与度最高。针对以上研究结论,本文建议初中英语教师在教学过程中应该注意引导学生“做中学”,积极参与各类活动。同时,教师应该注重培养学生创造性解决问题的能力;教师应该结合文本主题设计相应的情感活动;教师应该设计丰富的肢体活动,改变活动类型单一的现状。此外,教师应该合理分配各个环节的时间,确保学生有充足的时间进行各类活动。
关键词:初中英语;认知活动;情感活动;肢体活动;优质课
学科专业:学科教学(英语)(专业学位)
abstract
摘要
Chapter 1 Introduction
1.1 Background of the Study
1.2 Aims of the Research
1.3 Significance of the Study
1.4 Structure of the Thesis
Chapter 2 Literature Review
2.1 Definitions of Relevant Concepts
2.1.1 Classroom Activity
2.1.2 Students’Classroom Participation
2.1.3 Activity-Based Learning
2.1.4 Affective Attitude
2.1.5 Total Physical Response
2.2 A Review of Theoretical Perspectives
2.2.1 Learning by Doing
2.2.2 English Disciplinary Competence
2.2.3 Learning-Centered Class
2.3 Previous Study of Classroom Activities
2.3.1 Previous Study of Classroom Activities Abroad
2.3.2 Previous Study of Classroom Activities at Home
2.4 Previous Study of Students’Classroom Participation
2.4.1 Previous Study of Students’Classroom Participation Abroad
2.4.2 Previous Study of Students’Classroom Participation at Home
Chapter 3 Methodology
3.1 Research Questions
3.2 Research Participants
3.3 Research Method
3.4 Research Instrument
3.5 Research Procedures
3.6 Data Collection and Data Analysis
Chapter 4 Results and Discussion
4.1 Proportion of Cognitive,Affective and Physical Activity
4.1.1 Result of the Proportion
4.1.2 Discussion of the Proportion
4.2 Sub-types of Cognitive,Affective and Physical Activity
4.2.1 Result of the Sub-types
4.2.2 Discussion of the Sub-types
4.3 The Participation of Students in These Activities
4.3.1 Results of the Students’Participation in These Activities
4.3.2 Discussion of the Students’Participation in These Activities
Chapter 5 Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Research Limitation
5.4 Suggestion for Further Research
References
Appendix Ⅰ Observation Scale of Students Activities
Appendix Ⅱ Statistical Tables
Acknowledgements