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初中英语输出驱动教学模式研究

【作者】 邓恋莹

【导师】 黄梅仙;

【作者基本信息】 福建师范大学, 学科教学(英语)(专业学位), 2017, 硕士

【摘要】 国家教育部(2011)颁布的《义务教育英语课程标准》,要求学生掌握基本的英语语言知识,发展基本的听、说、读、写英语语言技能。众所周知,听、读是语言输入的过程,说、写是语言输出的过程,而输入和输出都是语言学习过程中不可或缺的重要内容。因此,英语教师应该努力使学生的语言输入能力和语言输出能力得到均衡发展,培养他们的综合语言运用能力。然而,文献研究的结果显示出目前初中英语教学方面存在着“重输入、轻输出”的问题,这在一定程度上导致了学生失去学习英语的兴趣,进而影响学生的英语学习成绩。为了解决上述问题,本论文试图以Krashen的语言输入假说(Input Hypothesis)和Swain的语言输出假说(Output Hypothesis)为主要的理论基础,结合“互动假说”、“平衡活动法”、“人本主义教育理论”,构建了初中英语“输出驱动”教学模式,阐述了该模式的实施步骤及操作原则,并提出了运用该模式的相关建议。为了检验该教学模式的可行性和有效性,笔者在福州市第二十九中学开展了为期四个月的教学实验研究,以初二年段两个平行班的学生作为实验对象。在教学实验期间,对照班(初二六班)沿用初中英语传统的“灌输式”教学模式进行授课,而实验班(初二四班)则采用初中英语“输出驱动”教学模式进行授课。最后通过成绩测试、调查问卷和访谈等研究工具来检验“输出驱动”教学模式对学生的英语兴趣和英语总成绩的影响。实验的结果显示出,实验班学生的英语后测成绩明显高于对照班,并且实验班学生学习英语的兴趣、信心等也有了较大的提高。由此可见,在初中英语课堂教学中,实施“输出驱动”教学模式是可行的、有效的。

【Abstract】 The English Curriculum Standards (2011) issued by Ministry of Education points out that students should acquire basic language knowledge, and cultivate basic listening, reading, speaking and writing skills. As we all know, listening and reading are language input process while speaking and writing are language output process. Both language input and output are of great importance in language learning. Therefore, English teachers should strive to balance the amount of input and output so as to develop students’comprehensive language competence. However, the results of literature study indicate that cramming teaching, like a one-way passive input, is still very common in Junior High School. It will certainly cause students to lose interest in learning, and thus affecting their learning performance.In response to this problem, this thesis intends to construct a new teaching model—— "Output-Driven Teaching Model" on the basis of Krashen’s "Input Hypothesis" and Swain’s "Output Hypothesis", together with Long’s Interaction Hypothesis, Hammer’s balanced activities approach and humanism education. It then presents the teaching principles and procedures as well as suggestions of implementing the new model. In order to verify its effectiveness and feasibility, a 4-month experimental study is conducted in two classes of Grade Eight, Fuzhou No.29 Junior High School. During the experiment, "Output-Driven Teaching Model" was employed in the Experimental Class while the traditional cramming teaching model was used in the Control Class. Then this thesis uses two English tests (pretest and posttest), questionnaire and interview survey to find out the new model’s effects on students’English performance and learning interest. The results of the study indicated that the students in the Experimental Class scored much higher in posttest than those in the Control Class. Besides, students’ learning interest and confidence were improved as well. Therefore, it concludes that "Output-Driven Teaching Model" is feasible and effective in English teaching of Junior High School.

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  • 【网络出版投稿人】 福建师范大学
  • 【分类号】G633.41
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