史密斯拉甘模式在高中英语听力教学中的应用探究

发布时间：2018-05-23 17:08

本文选题：高中英语听力教学 + 教学设计　；参考：《南京师范大学》2017年硕士论文

【摘要】：在当今国际交流日益频繁的背景下,各国口语交流越来越平凡,听力技能在外语学习领域的作用彰显,听力教学研究发展迅速。然而,在我国现行的英语听力教学中还存在一些问题,包括缺乏听前分析,偏重听力“结果”而非听力“过程”,听力评价方式单一等。随着教学的改革发展,英语学科核心素养的提出,对教师的专业素养和职业技能也提出了越来越高的要求,而教学设计能力是教师实施教学的基础和前提。本研究引介了两大理论,一是教育心理学中的教学设计理论,着重介绍了史密斯拉甘模式。二是有关外语研究的听力教学理论,该部分简要描述了外语听力教学研究的历史发展,并分类探讨了外语听力教学研究的五大主题,并对中外外语听力教学研究进行了对比。综合高中英语听力教学现状,发现理论与实践之间的差距,从而得出本研究的指向和发展空间,即针对传统听力教学存在的问题,再总结外语听力教学和教学设计的相关理论成果之后,选择以史密斯拉甘教学设计模式的框架为模型,探索并尝试构建高中英语听力教学设计模式,具体阐述听前分析,听力过程以及听力评价三个模块。为了检验此听力教学设计模式的有效性,笔者在一所外国语学校高一年级两个班级进行了教学实验。首先,听力分析具体包括什么内容?听力分析应包括听力情境,听者,和听力任务三方面。实验中,笔者通过问卷调查进行听力情境和听者分析,再通过文献分析法实施听力任务分析。其次,教学设计中如何体现听力过程?笔者在实验班的听力教学中应用了史密斯拉甘模式里提出的组织策略和扩展性教学事件,并列举出一份教案说明具体应用。最后,笔者对两个班级的测试分数进行独立样本分析,结果表明此听力教学设计模式确实能改善传统听力教学。由此可见,在实验过程中,通过问卷调查,内容分析和测试等多种研究方法,逐一回答了三个研究问题。基于以上发现和结论,本研究在最后为实际听力教学总结出五条具体的听力教学原则。当然,这只是初步探索,为适应具体的教学情境,此听力教学设计模式还需改进完善。
[Abstract]:Under the background of increasingly frequent international communication, oral communication is becoming more and more mundane, listening skills play an important role in the field of foreign language learning, and listening teaching and research is developing rapidly. However, there are still some problems in the current English listening teaching in China, including the lack of pre-listening analysis, the emphasis on listening "results" rather than the "process" of listening, the single way of listening evaluation and so on. With the reform and development of teaching and the development of the core qualities of English subjects, teachers' professional literacy and vocational skills are required more and more, and the ability of teaching design is the foundation and prerequisite for teachers to carry out teaching. This study introduces two theories, one is the instructional design theory in educational psychology, and the other is the Smithragan model. The second part is about the listening teaching theory of foreign language research. This part briefly describes the historical development of foreign language listening teaching research, classifies five major topics of foreign language listening teaching research, and compares the foreign language listening teaching research at home and abroad. By synthesizing the present situation of English listening teaching in senior high school and finding the gap between theory and practice, the paper draws the conclusion of the research direction and development space, that is, aiming at the problems existing in traditional listening teaching. After summarizing the relevant theoretical achievements of foreign language listening teaching and teaching design, the author chooses the framework of Smithragan's teaching design model as the model, explores and tries to construct the high school English listening teaching design model, and expounds the pre-listening analysis in detail. Listening process and listening evaluation are three modules. In order to test the effectiveness of this listening teaching design model, the author carried out teaching experiments in two classes of grade one in a foreign language school. First of all, what does the listening analysis include? Listening analysis should include listening situation, listener, and listening task. In the experiment, the author carries on the listening situation and the listener analysis through the questionnaire survey, then carries on the listening task analysis through the literature analysis method. Secondly, how to embody the listening process in the teaching design? In the listening teaching of the experimental class, the author applies the organizational strategy and the extended teaching events proposed in the Smithragan model, and lists a teaching plan to illustrate the concrete application. Finally, the author carries on the independent sample analysis to the two classes' test scores, the result shows that this listening teaching design model can really improve the traditional listening teaching. Therefore, in the course of the experiment, three research questions were answered one by means of questionnaire, content analysis and testing. Based on the above findings and conclusions, this study concludes five specific listening teaching principles for practical listening teaching. Of course, this is only a preliminary exploration, in order to adapt to the specific teaching situation, this listening teaching design model needs to be improved.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】