问题式教学法在高中英语教学中的有效性研究
发布时间：2019-01-29 01:55
【摘要】：随着新课改不断深入发展以及教师教学理念的快速转变,基础教育阶段学生的创新精神以及研究型学习和实践能力的培养成为课程、教材和教学模式改革的方向和重点。在这些变革中,教学模式和教学策略已经被纳入到改革和优化对象的进程之中。作为一种新的教学模式,问题式教学法关注学生解决问题的能力和创造性思维的培养。因此,问题式教学法在很大程度上顺应了当前教育改革的趋势和潮流。本研究以建构主义理论、自主学习理论以及合作学习理论为支撑,意在验证问题式教学法在高中英语教学的有效性。实验选取了榆林市靖边中学高一年级两个水平相当的班级作为研究对象,高一(1)班为实验班,高一(2)班为对照班,进行了一个学期的教学实验。实验开始前,通过Excel对两个平行班开学的摸底测试成绩进行了分析,确定两个班的英语水平无显著差异后,高一(1)班采用了问题式教学法,高一(2)班采用传统教学法。实验后,对实验班和对照班的期末成绩进行分析,通过分析发现,实验班成绩不仅相较于实验前的成绩有明显提高,而且与对照班相比,成绩进步也更明显。为了进一步验证此方法的有效性,笔者又对调查问卷及访谈进行了分析,发现实验班的大部分学生对于问题式教学法持接受与认可的态度,认为自己在问题式教学法的学习过程中学习英语的兴趣增加了,英语水平有所提高。而对于问题式教学法,参与问卷调查的大部分老师认为此教学法能让教师清晰地了解到学生存在的问题,不仅有利于提高学生的成绩,而且有利于培养学生发现问题和解决问题能力。本研究最后得出这样的结论:问题式教学法改变了学生被动接受知识的局面,问题式教学法下的英语课堂,学生积极主动地参与到课堂中,突出了学生的主体地位;问题式教学法以问题为载体,让学生在思考、分析、解决问题的过程中找到英语学习的乐趣,能够有效地激发学生学习英语的兴趣和热情;问题式教学法的课堂,有小组合作环节,在这一环节中,学生相互交流,分享学习成果,可以增强学生的团队合作意识;问题式教学法的课堂上,学生在聆听、讨论、回答问题的过程中,会不同程度上对其听、说、读、写能力进行锻炼,这一过程中学生的英语综合能力得以逐步提高;问题式教学法改变了传统的“教师讲解,学生倾听”的模式,教师的角色由“演讲者”转变为“倾听者”和“引导者”。本研究把问题式教学方法与中学英语教学相融合,探究这一教学法在实际教学过程中的有效性,为高中英语教师的具体教学工作提供启发,尝试以问题式教学法改变学生在传统模式下被动学习的局面,提升其整体能力。
[Abstract]:With the further development of the new curriculum reform and the rapid change of teachers' teaching ideas, the innovation spirit and the cultivation of research-based learning and practical ability of students in the basic education stage have become the direction and emphasis of the reform of curriculum, teaching materials and teaching mode. In these changes, teaching models and strategies have been incorporated into the process of reform and optimization of objects. As a new teaching mode, problem-based teaching method focuses on the cultivation of students' problem-solving ability and creative thinking. Therefore, the problem-based teaching method to a large extent conforms to the current trend and trend of educational reform. Supported by constructivist theory, autonomous learning theory and cooperative learning theory, this study aims to verify the effectiveness of problem-based approach in senior high school English teaching. The experiment selects two classes of the same level in the first grade of Jingbian Middle School in Yulin City as the research object, the first (1) class as the experimental class and the first (2) class as the control class, and the teaching experiment is carried out for one semester. Prior to the beginning of the experiment, Excel was used to analyze the test results of the two parallel classes, and it was found that there was no significant difference in English proficiency between the two classes. After that, the first (1) Senior one (1) class adopted the problem-based approach, and the second (2) class adopted the traditional teaching method. After the experiment, the final grades of the experimental class and the control class were analyzed. It was found that the results of the experimental class not only improved obviously compared with the results before the experiment, but also improved more obviously than that of the control class. In order to further verify the effectiveness of the method, the author also analyzed the questionnaire and interviews, and found that most of the students in the experimental class accepted and accepted the problem-based teaching method. The author thinks that his interest in learning English has increased and his English proficiency has been improved. As for the problem-based teaching method, most of the teachers who participated in the questionnaire survey thought that the teaching method could help the teachers to understand clearly the problems existing in the students, and not only help to improve the students' performance. Moreover, it is helpful to cultivate students' ability to find and solve problems. The conclusion of this study is as follows: question approach has changed the situation of students' passive acceptance of knowledge, English classroom under question teaching method, students actively participate in the classroom, highlighting the main position of students; The problem-based teaching method takes the problem as the carrier, so that the students can find the fun of learning English in the process of thinking, analyzing and solving the problems, which can effectively arouse the students' interest and enthusiasm in learning English. In the classroom of problem-based teaching method, there are group cooperation links, in which students communicate with each other and share their learning results, which can enhance the students' sense of teamwork. In the course of listening, discussing and answering questions, the students will exercise their ability of listening, speaking, reading and writing to varying degrees in the classroom of question teaching method, and the students' English comprehensive ability will be improved gradually in the process of listening, discussing and answering questions. The problem-based teaching method has changed the traditional mode of "teacher explaining and student listening", and the teacher's role has changed from "speaker" to "listener" and "guide". This study combines the problem-based teaching method with the English teaching method in middle schools, and explores the effectiveness of this teaching method in the actual teaching process, thus providing inspiration for the specific teaching work of senior high school English teachers. This paper attempts to change the passive learning situation of students in the traditional mode by using problem-based teaching method and to improve their overall ability.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
本文编号：2417525
[Abstract]:With the further development of the new curriculum reform and the rapid change of teachers' teaching ideas, the innovation spirit and the cultivation of research-based learning and practical ability of students in the basic education stage have become the direction and emphasis of the reform of curriculum, teaching materials and teaching mode. In these changes, teaching models and strategies have been incorporated into the process of reform and optimization of objects. As a new teaching mode, problem-based teaching method focuses on the cultivation of students' problem-solving ability and creative thinking. Therefore, the problem-based teaching method to a large extent conforms to the current trend and trend of educational reform. Supported by constructivist theory, autonomous learning theory and cooperative learning theory, this study aims to verify the effectiveness of problem-based approach in senior high school English teaching. The experiment selects two classes of the same level in the first grade of Jingbian Middle School in Yulin City as the research object, the first (1) class as the experimental class and the first (2) class as the control class, and the teaching experiment is carried out for one semester. Prior to the beginning of the experiment, Excel was used to analyze the test results of the two parallel classes, and it was found that there was no significant difference in English proficiency between the two classes. After that, the first (1) Senior one (1) class adopted the problem-based approach, and the second (2) class adopted the traditional teaching method. After the experiment, the final grades of the experimental class and the control class were analyzed. It was found that the results of the experimental class not only improved obviously compared with the results before the experiment, but also improved more obviously than that of the control class. In order to further verify the effectiveness of the method, the author also analyzed the questionnaire and interviews, and found that most of the students in the experimental class accepted and accepted the problem-based teaching method. The author thinks that his interest in learning English has increased and his English proficiency has been improved. As for the problem-based teaching method, most of the teachers who participated in the questionnaire survey thought that the teaching method could help the teachers to understand clearly the problems existing in the students, and not only help to improve the students' performance. Moreover, it is helpful to cultivate students' ability to find and solve problems. The conclusion of this study is as follows: question approach has changed the situation of students' passive acceptance of knowledge, English classroom under question teaching method, students actively participate in the classroom, highlighting the main position of students; The problem-based teaching method takes the problem as the carrier, so that the students can find the fun of learning English in the process of thinking, analyzing and solving the problems, which can effectively arouse the students' interest and enthusiasm in learning English. In the classroom of problem-based teaching method, there are group cooperation links, in which students communicate with each other and share their learning results, which can enhance the students' sense of teamwork. In the course of listening, discussing and answering questions, the students will exercise their ability of listening, speaking, reading and writing to varying degrees in the classroom of question teaching method, and the students' English comprehensive ability will be improved gradually in the process of listening, discussing and answering questions. The problem-based teaching method has changed the traditional mode of "teacher explaining and student listening", and the teacher's role has changed from "speaker" to "listener" and "guide". This study combines the problem-based teaching method with the English teaching method in middle schools, and explores the effectiveness of this teaching method in the actual teaching process, thus providing inspiration for the specific teaching work of senior high school English teachers. This paper attempts to change the passive learning situation of students in the traditional mode by using problem-based teaching method and to improve their overall ability.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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