论文题目：初中英语优秀教学课例中情感态度目标的达成研究
摘要：《英语课程标准》（2011）规定不仅要重视学生语言基础知识和基本技能的掌握,也要重视学生的情感体验、态度培养以及正确价值观的引导。因此,本文将聚焦于初中英语优秀教学课例中情感态度目标达成的现状研究,旨在探讨以下三个问题:初中英语教师对情感态度目标的理解以及实施情况;情感态度目标的实施对学生产生的效果如何?在这些优秀教学课例中,有哪些策略可以促进情感态度目标在初中英语教学中的落实?本研究通过课堂观察、问卷调查和教师访谈的形式,对洛阳J区三所重点中学八年级的五个班级进行了课堂观察,对其中的103名学生和15名八年级教师进行了情感态度目标达成问卷调查,将这五个班级的英语教师和15名不同学习层次的学生作为课后访谈对象,进一步调查分析。通过研究,笔者发现,在备课时,所有教师表示会将情感态度目标写进教案。86.6%的教师能够清楚表达情感态度目标的具体内容,但还有13.33%的教师未能充分挖掘、整合教材中的情感态度目标元素。在教学中,教师们采用了多种策略促进情感态度目标的实施。比如创设丰富的情境,营造和谐师生关系,给予积极反馈等策略。在实施效果方面,教师们要更关注培养学生的自信心、沟通合作意识、爱国主义和国际视野。为了在初中英语教学中更好地落实情感态度目标,进一步提升学生自信心和沟通合作意识,增进爱国情感,培养国际视野,本研究通过数据的收集与分析,从优秀教学课例中总结出有效策略,并为教师在英语教学中落实情感态度目标提出了针对性的建议。
关键词：情感态度目标;优秀教学课例;实施
学科专业：学科教学（英语）（专业学位）
摘要
Abstract
Chapter1 Introduction
1.1 Background of the Research
1.1.1 Requirements of the English Curriculum Standards
1.1.2 The Real Meaning of English Teaching
1.1.3 Personal Research Interests
1.2 Purpose and Significance of the Research
1.3 Framework of the Thesis
Chapter2 Literature Review
2.1 Definition of the Key Concepts
2.1.1 Definition of Emotion
2.1.2 Definition of Attitude
2.1.3 Emotion-attitude Objective in the English Curriculum Standards (2011)
2.2 Researches on Emotion-attitude Objective
2.3 Theoretical Foundations of Emotion-attitude Objective
2.3.1 The Theory of Humanism
2.3.2 Taxonomy of Educational Objective Theory
2.3.3 Affective Filter Hypothesis
Chapter3 Research Design
3.1 Research Questions
3.2 Research Participants
3.2.1 Subjects of the Questionnaires
3.2.2 Classroom Observation Subjects
3.2.3 Interviewees
3.3 Research Methods and Instruments
3.3.1 Literature Research
3.3.2 Questionnaire
3.3.3 Classroom Observation
3.3.4 Interview
3.3.5 Research Instruments
3.4 Research Processes
3.4.1 Collecting Literature and Determining Research Direction
3.4.2 Implementing Classroom Observations
3.4.3 Implementing Questionnaires
3.4.4 Designing the Interview Outline and Completing the Interview
3.4.5 Collating Data and Analyzing Conclusions
Chapter4 Data Analysis and Discussion
4.1 Teachers’Perceptions of Emotion-attitude Objectives and Their Implementation
4.1.1 Teachers’Perceptions of Emotion-attitude Objective
4.1.2 Emotion-attitude Objective in Instructional Design
4.1.3 Implementation of Emotion-attitude Objective in English Teaching
4.2 Effect of the Implementation of Emotion-attitude Objective on Students
4.2.1 Learning Interest
4.2.2 Self-confidence
4.2.3 Learning Willpower
4.2.4 Learning Motivation
4.2.5 Sense of Communication and Cooperation
4.2.6 Patriotism and International Perspective
4.3 Results and Discussion of the Interview
4.3.1 Results of Teacher Interview
4.3.2 Student Interview Results
4.3.3 Analysis and Summary of Teacher Interview Results
4.3.4 Analysis and Summary of Student Interview Results
4.4 Strategies for Implementing Emotion-attitude Objective in English Teaching
4.4.1 Strategies for Teaching Content
4.4.2 Strategies for Instructional Design
4.4.3 Strategies for Teaching Organization
4.4.4 Strategies for Teaching Environment
4.4.5 Strategies for Teaching Evaluation and Feedback
Chapter5 Conclusion
5.1 Major Findings
5.2 Implications of the Research
5.3 Limitations and Suggestions for Future Research
References
AppendixⅠ Questionnaires for Teachers, Students
AppendixⅡ Qutline of the Interview for Teachers, Students
AppendixⅢ Specific Emotion-attitude Objectives in the English Textbook (Grade 8 Volume1)
AppendixⅣ Emotion-attitude Objective Classroom Observation Scale
AppendixⅤ Selected Complete Instructional Designs
Acknowledgements