基于课标的小学英语情境教学的实践研究

发布时间：2018-02-09 23:32

本文关键词： 情境教学课程标准英语教学小学　出处：《上海师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：在教育部提出新的高考方案里,英语高考将改成社会化考试,变为等级制,虽然在三年高中学习中可以考多次,但每所大学都会提出不同的等级要求,换言之,这为英语薄弱的孩子考进好的大学关上了一扇窗。可见,英语的重要性其实是在提升。同时,《义务教育英语课程标准(2011年版)》尤其强调语言学习的过程和实践性,主张在具体的语境中接触、体验和理解真实的语言,这在大大推动小学英语情境教学发展的同时,也对小学英语情境教学提出了更高的要求。但事实上,虽然情境教学在小学英语教学中已被广泛运用,但是在具体落实方面还是存在问题的,如在情境创设时常常会发生情境虚假、忽略学生年龄特点、缺乏交际性的情况。此外,情境只用于课堂的开始或只用来引出新知识的情况也时常发生,因而出现操练和巩固完全脱离于所创设的情境。因此,本文结合了《义务教育英语课程标准(2011年版)》对情境教学的要求,针对小学英语情境教学所存在的问题,用文献研究法,对查阅的国内外有关情境教学发展研究的文献和书籍,进行收集、整理、分析和评价,从而实现理论研究综述;用描述性研究法,将已有的有关情境教学和小学英语教学方面的理论、现象和规律通过自己的理解和验证,进行叙述和解释;用观察法,通过观察课堂教学,来解释当前情境教学所存在的问题;用个案研究法,针对一堂课中的某个相应片断所存在的问题,进行研究和分析,并对问题案例进行再设计和再分析;用经验总结法,将作者亲身经历的以及作者观察到的有关情境教学实践活动中所存在的问题,结合课标的要求,进行归纳和分析,使之成为一种对策。本文一共分为五章,第一章是绪论,阐述研究背景和意义,整理和分析所查阅的资料,对国内外的研究状况进行综述,对核心概念“情境”、“情境教学”、“英语情境教学”进行概念界定,并阐明研究过程与方法,以及研究思路和技术路线。第二章是情境教学的理论基础,情境教学是基于建构主义理论、情境认知理论和二语习得理论而提出的。第三章是课标对小学英语情境教学设计的要求,研读《义务教育英语课程标准(2011年版)》,阐明其对情境的创设和情境应用的要求。第四章是小学英语情境教学的问题与分析,联系课标对情境教学的要求和教学实际,阐述小学英语情境教学存在情境创设虚假、情境不符合学生的年龄特点、情境缺乏交际性、语言知识学习和语言实践活动脱离情境的问题,并结合案例进行分析。第五章,是改善小学英语情境教学的若干对策,根据第四章中所阐述的问题,提出相应的解决对策,要以创设适切的、符合学生年龄特点的、交际性的情境为导向,注重在情境中进行语言知识学习和语言实践活动。最后,分析了研究中的不足之处,以及对基于课标的小学英语情境教学的展望。
[Abstract]:In the new National College entrance examination Program proposed by the Ministry of Education, the college entrance examination in English will be changed into a social examination and a hierarchy system. Although it can be tested many times in three years of senior high school study, each university will put forward a different level requirement. In other words, This closed a window for poor English children to enter a good university. It can be seen that the importance of English is actually increasing. At the same time, the English Curriculum Standard for compulsory Education (2011 Edition) places special emphasis on the process and practicality of language learning. It is advocated to contact, experience and understand the real language in the specific context, which not only promotes the development of English situational teaching in primary schools, but also puts forward higher requirements for English situational teaching in primary schools. Although situational teaching has been widely used in English teaching in primary schools, there are still some problems in its implementation, such as false situation, ignoring the characteristics of students' age and lack of communication. Situations that are used only at the beginning of the classroom or that are used only to elicit new knowledge also often occur, resulting in drills and consolidation that are completely divorced from the situation created. This paper combines the requirements of the English Curriculum Standard for compulsory Education (2011 Edition) for situational teaching, aiming at the existing problems in English situational teaching in primary schools, and applies the literature research method to review the literature and books on the development of situational teaching at home and abroad. To collect, organize, analyze and evaluate the theoretical research, and to use descriptive research method to verify the existing theories, phenomena and rules of situational teaching and primary English teaching through their own understanding and verification. With the method of observation, through observing the classroom teaching, to explain the problems existing in the current situational teaching, and with the method of case study, to study and analyze the problems existing in a corresponding section of a class. The problem cases are redesigned and reanalyzed, and the problems existing in the practical activities of situational teaching which the author has experienced personally and observed by the author are summarized and analyzed by the method of experience summary, combined with the requirements of the curriculum standard. This paper is divided into five chapters. The first chapter is the introduction, which describes the background and significance of the research, collates and analyzes the materials consulted, and summarizes the research situation at home and abroad. It defines the core concepts of "situation", "situational teaching" and "English situational teaching", and clarifies the research process and methods, as well as the research ideas and technical routes. Chapter two is the theoretical basis of situational teaching. Situational teaching is based on constructivism theory, situational cognition theory and second language acquisition theory. Study the English Curriculum Standard for compulsory Education (2011 Edition), expound its requirements for situational creation and situational application. Chapter 4th is the problem and analysis of English situational teaching in primary schools, connecting with the requirements of the curriculum standard for situational teaching and teaching practice. This paper expounds the problems of creating false situation in English situational teaching in primary school, which does not accord with the characteristics of students' age, lacks the communicative nature of the situation, the language knowledge learning and the language practice activities being divorced from the situation, and analyzes the situation by case study. 5th chapters. It is a number of countermeasures to improve English situational teaching in primary schools. According to the problems described in Chapter 4th, the corresponding solutions are put forward, which should be guided by the creation of appropriate, age-appropriate, communicative situations. Finally, the paper analyzes the deficiency of the research and the prospect of the primary school English situational teaching based on the curriculum standard.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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