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高中英语选修课实施情况的调查研究 ——以铁一中滨河学校高一年级为例

【作者】 徐子兴

【导师】 兰军;

【作者基本信息】 陕西师范大学, 教育硕士(专业学位), 2017, 硕士

【副题名】以铁一中滨河学校高一年级为例

【摘要】 英语选修课的概念在中国首次出现在上世纪20年代。但直到上个世纪九十年代,中国才正式开设此类课程。早些年间,由于中国的应试教育,英语选修课被大多数的学者所忽略。然而在2003年,中国教育部颁发了《国家英语课程标准》,指明英语选修课是为了实施素质教育、创造更多的机会练习英语。同时,标准化选修课是为了激发学生学习英语的兴趣,为他们提供个性化的发展机会。在新课程改革的背景下,英语选修课被越来越多的教育学家所关注。此外,开设英语选修课能够创造更多的机会帮助学生巩固,扩大和深化课堂上所学的知识。英语选修课具有可以提高听力,口语,阅读和写作的能力。它能进一步激发学生学习外语的兴趣,使学生更加自信,帮助学生积极思考,扩大他们的知识和视野,使学生得到全面的发展。因此,开设英语选修课程能够满足学生身心发展的需要。本文重点研究《新课程标准》颁布之后国内高中英语选修课的发展,结合国内外发展选修课的有效经验,调查和研究了西安铁一中滨河中学高一年级学生开展的英语选修课的成就和问题,并提出基于现实的初步建议。西安铁一中滨河中学是一所年轻的学校。高一年级共有15个班,学生总数逾600人。其中有300人左右选择参加每周二和周四开设的英语选修课。为了调查学生对于高中英语选修课的态度,笔者对这300名学生发放了问卷调查。高中一年级共有一位备课组组长和9名英语教师负责英语选修课的课程。笔者编写了10个问题采访了英语组组长和5个方面的问题来调查英语选修课教师的意见。问题主要是关于他们对于开设高中英语选修课的态度和他们担任英语选修课老师之后的感受。笔者还运用了课堂观察法,共听了10节英语选修课,用以记录教师的教学步骤和学生的课堂反应,分析了选修课上存在的问题。通过此次调查,笔者发现,在高中英语选修课的发展过程中,问题与成就是并存的。问题集中体现在三个方面:(1)由于高考的压力,社会和老师对选修课的重视程度不够。(2)急需具有操作性的选修课的教材。(3)学校和老师没有可用的选修课评价机制。针对这三方面问题,笔者也提出了相应的建议:(1)深入理解英语的实用性。(2)建立专门的选修课教师体系。(3)提高管理和评价系统。本文的主要内容包括五个部分。第一部分是绪论,介绍了研究课题的背景,内容,方法和课程的意义。同时,界定了英语选修课的概念,分析了国内外文献。第二部分是文献综述。它介绍了选修课程的不同的定义并解释了选修课程的理论基础。第三部分是方法论。它包括四部分:研究问题,研究对象,研究方法和数据收集。这项研究以西安铁一中滨河学校高一年级参与英语选修课的教师和学生为研究主体进行调查并阐述了过程中如何保证调查的信度和效度。第四部分是结果与讨论。在这一部分中,作者分析和讨论了调查结果,并对英语选修课授课过程中出现的问题进行了总结。最后一部分是结论。说明主要结论及研究的局限性,并提出了一些关于如何提高英语选修课的发展的建议。总的来说,高中英语选修课的发展仍有很长的路要走。但是它符合时代发展的需要,是教育发展的趋势,因此,关于如何更好的开展高中英语选修课,仍值得进一步的研究。

【Abstract】 The concept of English optional course first appeared in China in the 1920s. But it was not until the 1990s that China started opening this course formally. During the first years, it has been neglected by most schools due to China’s testing system. However, in the year of 2003, China’s Ministry of Education issued The National English Curriculum Standards which pointed that the opening of the English optional course aims at carrying out qualified education and creating more chances to practice English. Also, the demanded English optional course is supposed to motive students’ interests in learning English and provide more chances for their personalized development. In the background of Curriculum reform, education theorists are more concerned with the English optional course. At the same time, the status of English optional course becomes more and more important.Besides, the opening of English optional course can create more opportunities to help students to consolidate, expand and deepen the knowledge learned in the classroom. English Optional Course can improve listening, speaking, reading and writing ability. It can further stimulate students’ interest in learning foreign languages, making students more confidence, helping students to think actively, expanding their knowledge and horizons so that students can get an all-round development. Therefore, the English optional courses can satisfy students’ need for physical and mental development. This paper focuses on the development of the English optional course after the issue of The New Curriculum Standards, analyzes some useful experience of how to develop the English optional course both at home and abroad, and mainly investigates and studies the development situation of the English optional course in Xi’an Tieyi Binhe high school’s first-grade, and puts forward the preliminary suggestions based on the author’s understanding of the reality.Xi’an Tieyi Binhe High school is a young school, and there are 15 grade-one classes and more than 600 students in its senior high school. Nearly 300 students chose to study the English optional course on every Tuesday and Thursday. To investigate the students’ attitude towards the English optional course, the author handed out a questionnaire to the 300 students in order to collect their real opinions about the English optional course. Besides, there is one English group leader and nine English teachers who teach the English optional course in grade-one. So the author interviewed the ten teachers to find out the English teachers’attitude towards the English optional course. The author prepared ten questions to interview the attitude of the English group leader and five aspects of the questions to survey the opinions of the other nine teachers. The questions mainly conclude their opinions about the opening the English optional course in high school and their feelings after being an English optional course teacher. What’s more, the author used the classroom observation method. The author listened to 10 English optional classes to record the teaching steps of the teachers and the reactions of the students in English optional course to analyze the problems existing in the English optional course.Through this research, the author found that achievements and problems are both exist in the development of the English optional course. The main problems can be divided into three categories:(1) Under the pressure of the college entrance exam, our society and teachers can’t pay enough attention to the English optional course. (2) Practical teaching material for the English optional course is in great need. (3) Schools and teachers don’t have an available evaluation system to evaluate the results of the English optional course. According to the problems, the author puts forward the countermeasures:(1) Deepen the understanding of the applicability of English. (2) Establish specialized optional course teachers’ system. (3) Improve the management and evaluation system.The main content of the thesis consists of five parts.The first part is the introduction. It introduces the topic background of the research. Besides, this part also explains the purpose and significance of the study. The second part is literature review. It defines the definition of the optional course and explains the theoretical basis of the optional course. The third part is methodology. It includes four parts:research questions, research subjects, research methods and data collection. This study investigated the teachers and the students in Grade 1 in Xi’an Tieyi Binhe Senior High School who participate in the English optional course. In this part, the author illustrates the process of how to guarantee the reliability and validity of the survey. The fourth part is results and discussion. In this part the author analyzed and discussed the results of the survey, and summrized the phenomenons which existed in the teaching of the English optional course. The last part is conclusion. It illustrates the major findings and the limitations of the study, and puts forward some suggestions about how to improve the development of the English optional course.In a word, the development of the English optional course in senior high school still has a long way to go. But it is the trend of the times and the trend of the education. So how to develop it deserves further study.

【关键词】 选修课课程多元智能理论策略
【Key words】 Optional CoursecourseMultiple Intelligencestrategy

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  • 【网络出版投稿人】 陕西师范大学
  • 【分类号】G633.41
  • 【下载频次】45
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