调研报告、案例分析、校本课程开发、教材分析、教学案.doc

摘要 英语作为一种国际性语言，是学习世界先进科学技术、进行经济文化交流的工具，在当今国际社会中发挥着重要作用。 随着中国改革开放程度的不断加深，作为国际性语言的英语已经成为重要的对外交流工具，英语教学无疑为中国打开了通向世界的一个窗口。 同时经济全球化进程的加快使得世界经济融为一体，这对英语教学提出了更高的要求。英语课堂教学作为我国当前英语教学的主要组成部分，显得尤为重要。但现实中的中学英语教学仍存在一些问题，这成为中学英语教学发展的瓶颈。随着我国英语新课程改革进程的深入，既给当前的中学英语教学提供了机遇，也提出挑战，迫切要求我们改变目前的教学现状。新课程倡导学生主动参与到教学活动中来，传统的教学法已难以适应新的形势。因此，设计出合理、高效的英语课堂教学活动就显得尤为重要。 在教学活动设计中掌握必要的教学活动设计要素十分必要。课堂教学需要创新，构建新的英语教学模式也实在如火如荼地进行中，要想提高课堂教学的有效性，就需要我们精心设计教学内容，贴近学生的学习和生活实际，优化教学环节，培养学生的创造能力，增强趣味性，才能让高中英语教学焕发出勃勃生机。“导入”成功的英语课堂一定离不开一个精彩的导入环节，导入作为英语教学的第一基础环节，它虽所占时间不多，比重不大，但确起到举足轻重的作用。成功的导入是教师经过头脑风暴，精心设计的产物。一方面激发了教师的创新潜能，并无形之中增加了教师对英语授课的热情度；另一方面吸引到学生的注意力，增加了学生听课的兴趣。但是，目前国内对课堂导入环节的研究甚少。本研究试图以外语教学与研究出版社英语第七册上册教材为例，通过课堂实验研究的方法，探索优化初中英语课堂导入环节的途径，尝试找到成功精彩的课堂导入的逻辑特点与规律，切实从源头导入起步提高初中英语教学效率。本研究不仅是对当前研究不多的导入教学的有益补充，亦是任务型教学在课堂教学导入中的实证研究，对使用该套初中英语教材的同行们在如何运用任务型教学理念导入课堂教学方面将是一个极佳的借鉴，对使用其它版本教材的同行们也是一份较好的参考。 本研究以外语教学与研究出版社初中七年级上册教材导入环节设计作为英语课堂教学改革的切入点，通过先期在教师和学生中进行的关于外语教学与研究出版社初中七年级上册课堂教学导入环节情况的问卷调查，分析，然后结合“英语课堂标准”和教材编写中所体现的教学理念任务型教学，在实验班实行经过精心设计的课堂导入教学策略，而对照班实行传统的课堂教学导入，教师定性研究观察学生课堂反应；课后于学生交流访谈，了解学生的感受，想法；每堂实验课与课后交流的整个过程将被详实记录，并作实验分析；同时通过最后的统考成绩来定量分析两个班级效果之间的差异，以此来对导入环节的设计作出一些研究和探讨，找出一些能提高学生积极性和参与度的优秀导入环节设计的共性。整篇论文将由七章组成。第一章引言，主要讨论研究的背景以及研究的意义所在。第二，三章为文献回顾部分，主要叙述关于“导入”的已有研究成果和“任务型语言教学”的相关理论研究。第四章从对师，生两个方面的调查结果分心来明晰当前“导入”在实际教学中的地位。第五章将对教材本身做一个研究分析。这个分析主要从教材本身的体系结构以及任务型教学理念在教材中的体现两个方面进行，其后结合以上两方面提出一些思考。第六章将依据教材编写中所体现出来的教学理念，进行比较性教学实验。第七章为全文的总结，在对实验结果进行分析的基础上，就教材导入环节的教学上提出一些建议。关键词：导入，策略，英语教学，初或高中英语。Abstract English, as an international language and a tool of communication in learning advanced science and technology, is playing an important role in modern international society. With the degree of China reform and opening up increasing, English has become an important instrument of foreign exchange. English teaching opens up a window for China to understand the world. As the same time, with the global integration advancement and the economy societys development, the world economy becomes integration. So English teaching is set a higher request. As a main component of studying English, English classroom instructional activity is becoming particularly importance. However, in the daily teaching, there are still some shortcomings. As described:” More time wasted, less effective results”. With the progress of New Course Reform becoming deeper, the New Course Reform gives the challenges and opportunities to English teaching in primary, junior and senior school. New Curriculum Standard asks us to change traditional teaching and teaching situation in class. With the Course reforming and New Curriculum Standard carried out, the tradition teaching form cant go along with the new situation. New Curriculum Standard calls for students initiative learning. So, how to design reasonable and valid English instructional activity is becoming the most important thing.Key words: English、instructional activity、 design、 essential element第一章 引言1.1研究背景1.2研究的意义1.3内容简介第二章 关于“导入”的文献综述2.1导入的定义2.2导入的地位和作用2.3对已有研究成果的总结第三章 “任务型语言教学”的相关研究回顾3.1任务型语言教学的定义3.2任务型语言教学的理论基础3.3任务的定义3.4任务型语言教学的特点和原则3.5任务型语言教学的步骤3.6基于任务型语言教学的导入策略第四章 导入的教学现状调查4.1调查的对象4.2调查的目的4.3调查方法的选择4.4调查数据的收集4.5对导入教学现状调查的思考第五章 对教材的研究5.1教材本身的体系结构5.2教材的特点和功能 5.3对运用任务型教学法语课堂导入环节的思考第六章 基于教材的任务型导入策略研究6.1导入设计的目的及原则6.2 教学实验的设计与实施6.3实验具体操作过程记录6.4对实验过程的思考6.5对实验结果的数据分析6.6实验结果对任务型导入设计的启示第七章 总结附录附录一：调查问卷表附录二：对照班和实验班的三次成绩汇总参考文献Chapter One Introduction1.Research BackgroundIn the traditional English class, it is common that the classroom is dominated by the teachers who are often regarded as the center of the teaching process. They usually emphasize the importance of grammar and language teaching. They ignore the independence of the students, who are full of curiosity and passive to receive new things at this age. In modern society, communicative ability is more important and necessary than ever. So students at school should not only learn language points, but also learn how to communicate with others in English. However, at present, students at school get the one-way information from their teachers. Though they have a large vocabulary and can deeply impress a lot of grammatical rules in their minds, they can not apply what they have learned in actual scene, because they have little chance to participate in teaching, learning and communicating with each other in English. Thus, classroom activities were put forward.Ordinary High School English Curriculum Standards states that in class design, teachers should pay attention to students learning interest, life experience and cognitive level. So it requires corresponding classroom activities in different types of classes. The words “Classroom Activities” appears frequently in the process of implementing for the new curriculum. Classroom Activities are the positive corresponding to the statements that to change the present situation that emphasizes too much on teaching language points; to advocate students active participation and cultivate students substantive ability; to develop students ability of collecting, analyzing and paraphrasing and solving problems; to communicate and cooperate in the target language. It is believed that classroom activities are the essential form for teaching under the concept of new curriculum. That is to say the effective classroom activities are the reliable ways to achieve the teaching goal. Nowadays, classroom activities are very popular and widely used in the classroom in western countries. In China, classroom activities were gradually accepted by part of teachers in big cities. However, it is difficult to change the traditional ideas of all the teachers. It seems that classroom activities have no help to students scores, or classroom activities are restricted to a device only for children and pupils. Furthermore, even some teachers treat classroom activities as time-killers. So many teachers may not have realized that some effective classroom activities in teaching can help them teach students in a more interesting way. The implementation of various activities in English class is in line with the needs of senior high school, whose abstract thinking and divergent thinking have been developed. So it is challenging and crucial for English language teachers to design and carry out various effective classroom activities and encourage the students to participate in. In this thesis, the author aims to view the current situation of implementing of classroom activities in senior high schools, finding out the problems and putting forward some personal opinions and suggestions. So the following questions are to be addressed. The first one is the question that how the current situation of implementing English classroom activities is at senior high school; and the third one is the question that what the major problems are in the implementation of classroom activities in English teaching.1.2 Research Significance In traditional classes, English class is mainly dominated by teachers. Students only sit there and listen to the teachers, no matter whether they agree of disagree with the teachers saying. English is a foreign language, which already make the students have no chance to use with people in their daily life. Whats more, because of the monotonous teaching method, students even have no chance to participate in their teaching and learning. If things continue in this way, students may form a bad habit to learn English. Bernard Shaw said,” what we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child”. It is said that the class organized in an enjoyable atmosphere usually provides students more than what the teachers have expected. It may make a silent learner if the teacher pays much attention to students ability training. Classroom activity is a good way to strengthen students ability training. It is not the idea of teacher-centered class but student-centered class, in which the students can have more opportunities to express their opinions and communicate with each other in English. Shy students may feel more relaxed in sharing their ideas . Chapter Two Literature Review Since the beginning of the twentieth century, scholars engaged in pedagogical studies at home and abroad have turned their attention to the research of “activity teaching “, and many articles and monographs have been published.2.1 Necessity of Classroom ActivitiesActivity teaching in education is of comparative recent origin, yet activities in teaching are not moved to education. Some educator claimed that the principle of educating children through participation in life situation is as old as civilization itself. The activity approach has taken on greater vigor once it was brought into the field of second language teaching half a century ago. In the past twenty years, its research has come to a booming stage, bring out encouraging progress.The “modern pedagogy” laid emphasis upon doing. It demands that education provides opportunities for the realization of the ideals and the information through a series of activities that make them actually function. The school is the place where students are expected to develop in an all-around way. John Dewey is the forefather who bring ”activities ” into education. As early as in 1897, he stated that:” Education is life, a social process, and a continuing reconstruction of experience.” (Quoted from Early Childhood Education: Issues and Developments, 30) Many modern educators recognize that an individual lives not only mentally but also socially and recreationally. Further, they realize that the school is the place to improve the educational and ethical standards of the whole nation and it has the major responsibility for cultivation students overall quality. Based on these view, students must be taught the proper ideals, knowledge, and especially be given activities, or else its hard for them to become adaptive to society. Therefore, “learning about” must be realized through doing. The activities of the school should offer most excellent, real, vital, and natural opportunities for this practical training. All effective education should involve meaningful and real activities. Activities in senior high schools will promote the students thought development. Language plays a key role in thought development. Study shows that progress in language ability will accelerate thinking ability greatly. In senior high schools the abilities like expressing, generalizing, analyzing and inferring are to be further developed. Classroom activities in English classes can urge students to do things in English. In order to complete an activity, the students have to think, exchange ideas and negotiate meanings. As a result, the ability to think in English is certainly to get rapid improvement.2.2 Definitions of Classroom ActivitiesAbout the concept of “classroom activity”, the term has been defined in many different ways.An activity is a loose term used to give a general description of what will happen in a class. Its important to realize that here we are not talking in any way about items of language; were talking about what generally and physically, the students are going to do. (J. Harmer, 1983)Crooks (1986:1) defined classroom activity as “a piece of work or an activity, usually with a specified objective, undertaken as part of an educational course, at work, or used to elicit data for research”.Wilson (1986) defined the classroom activity in a broad sense by saying” an classroom activity is to help students to acquire appropriate patterns of behavior” (Wilson, 1986:81).Summing up all the definitions of classroom activities listed above, it can be seen that the researchers emphasize the different aspects of classroom activities, but there is something in common. We can define an activity in language teaching as a piece of work which provides opportunities for learning by doing in the active, authentic and practical use of target language for meaningful interaction; it is comprised of a particular goal, a certain content, a specified procedure, a range of input and output and participants.2.3 Elements of Classroom Activities The reason why we analyze the elements of classroom activity is that only when we know clearly the elements of it and the relationship between them, can we build up a better teaching structure.2.5 The principles of designing classroom activities(1)Interest Bunuomu says “The best method to promote learning is learn some material interesting.” In order to motivate the students participation enthusiasm, teachers should put the emphasis on implementing some activities interesting, and then the students will learn initiatively.(2)Fit the different condition of the studentsDifferent students have a large difference of physical, mental, and knowledge standards, the classroom activities should be taken to take account of these elements which fit the students knowledge standards. Only that, the students are willing to take part in the activities.(3)Diversity Firstly,the form of the activities should be various. Teachers can design different kinds of activities to cater for the demands of students with different standards. Subsequently, teachers should design different kinds of activities to avoid the bored emotion of the students.(4)instructiveThe classroom activities should be designed challenging and creative to make students have a rich imaging space to express their desire and cultivate their innovative consciousness. (5)主观能动性The new curriculum 大纲 points that the teacher should guide students positively indulge into the researching learning, thereby make students obtain the knowledge and solve the problems by themselves. So the classroom activities should be the student-centered and include self-learning and Fu jiang tao maintains the basic principles of designing class activities are 5 points: 1.interest 传统的英语教学采用满堂灌，填鸭式的教学方法，重视知识的讲授，忽略方法的传授；重视词汇语法的讲授，忽略语言实践能力与运用能力的培养；只重视教学结果，忽略教学过程；重视知识的灌输，缺乏师生的情感互动与沟通，导致初中英语教学枯燥无味，学生处于被动接受知识的地位，教师讲的辛苦，学生学的也辛苦，而效果却不好，学生对英语的厌学情绪高涨，久而久之会讨厌这门学科，这与我们的教学初衷是相违背的，现代教育理论提倡进行有效的教学，以增强教学的活力，使教学焕发生机与活力，让学生真正爱上这门学科，爱上学习，并形成持久的学习动力。 著名教育家布鲁纳提出：学习最好的刺激乃是对所学材料的刺激，英语中也有这样一句话：Education must be fun,即教育必须是有趣的，这样的教学才是有效的教学，才能让我们的初中英语教学更精彩。在教学中，教师要在课堂的导入，课堂教学的进行与课堂的结尾诸方面精心设计，营造乐学氛围，激起学生学习英语的强烈好奇心与浓厚的学习兴趣。The writer designs two kinds of questionnaire papers. One is for teachers and the other is for students. From the teachers and students views on the implementation of English classroom designs, the writer can get some information about the current situation of English classroom activity design.。Chapter Three Research Design and Methodologies In the above two chapters, the author has introduced the objectives, significance and previous studies on classroom designs. In this chapter, the writer will describe the design of the survey and the process of the investigation. 3.1 Research QuestionsThere are three research questions for this survey:(1) Whether the students do the searching about every module topic in the textbook is necessary?(2) How is the current situation of English classroom teaching design at senior high schools?(3) What do the teachers and students at senior high schools think of the classroom activities?(4) What are the major problems in the teaching process of English class?3.2 Research Subjects This research was conducted in Yingkou second senior high school in Liaoning Province. This is an ordinary school. The subject of the research are made up of seven English teachers and 160 students. The teachers to be investigated are the whole English teachers in the second grade. There are totally 7 teachers. The students are randomly chosen from the second grade in this school and they are taught by the 7 teachers respectively. The teachers are varied in ages and experiences. As for the students, the ages of them range from 17 to 19, with the average being 18. Up to now, they have already learned English for about six years.3.3 Research Methods In the process of data collection, the writer adopted various research methodologies, such as observation method, questionnaires, interview, which are designed on the basis of the classroom English teaching process theory.3.3.1 Observation Method From September of 2012 to January of 2013, the author observed 7 teachers 40 classes. There are two main purposes of the classroom observation: one is to observe how the class goes on and what teaching methods can be used in the teaching process. The other is to find out the problems in the English teaching process. During the observation, the author also made notes to record the whole process. The author observed the teaching process for some units, like leading part, explanation of new texts, learning new words and doing exercised, some activities around teaching, and the homework the teacher ask to do. Then sorting and analyzing the notes, in order to understand the current situation of English teaching process and design. At each observation, the author tried to make the teaching in class goes as usual.3.3.2 Questionnaire Method The classroom observation of the 7 teachers and the students is not enough to show the teachers and students views and attitudes on the English teaching process and design. In order to have further study on the English teaching process and design, it is necessary to have a survey of the teachers and students in Se