微课教学对小学英语的有效性分析

1、微课教学对小学英语的有效性分析英语教育硕士论文（汇总6篇）之第五篇摘 要微课是教育信息化发展的产物，是一种新型的教学工具，在改变传统课堂教学方式的同时，能够更大程度的调动学生学习积极性及注意力，在教学实践中得到了广大教师的支持和认可，取得了良好的教学效果。随着素质教育和新课程改革的深入推进，小学英语教学并不局限于英语知识与能力的掌握，而情感目标与能力目标则成为小学英语教育的重点，直接决定了小学生英语学习的有效性。本研究试图通过定性与定量相结合的方式，对小学英语微课教学有效性进行系统性的分析与评价，从而了解影响小学英语微课教学有效性的因素。结合国内外研究现状可以发现，当前关于微课教学有效性的研究

2、较多，但关于微课教学有效性地发挥及影响因素的探讨却较少。本研究的创新之处在于通过对小学英语微课教学效果与学生个体因素、家庭因素及教师因素等方面的探讨，分析小学英语微课教学有效性的发挥。本研究通过问卷调查，对青岛市 S 小学 4-6 年级的 500 名学生进行了调查，针对其性别、年级、班干部、课外补习英语、英语排名、英语得分、父亲文化水平、母亲文化水平、父亲职业、母亲职业、家庭月收入、是否了解微课等情况与英语微课教学有效性之间的关系进行实证研究。研究的主要结论如下：（1）从定量研究中分析发现： 英语微课有效教学在学生能力目标与情感目标的实现上具有较高的达成度，其中男生更侧重于学习能力的发展，女生

3、更侧重于学习情感的发展； 在年级方面，年级与能力维度之间具有显着性差异，英语微课教学在六年级学生的学习创造性、合作能力以及学习态度的影响最为明显； 相比较英语成绩较落后的学生，英语微课教学对英语成绩较好的学生更有帮助； 英语微课教学对参加课外补习英语的学生其学习合作能力、学生求知欲、学习态度方面具有明显的积极影响； 英语成绩越好的学生，其通过英语微课所获得的能力与情感发展越理想，两者间存在正相关关系。（2）从定性研究中分析发现： 微课教学对学生的课堂调动效果非常明显，课堂纪律明显改善，对学生学习情感的发展起到了明显的作用； 英语微课教学过程中自主学习与小组合作学习的合理安排，让学生有了更多的独

4、立思考空间； 部分教师认为微课并不是对所有学生都能产生积极影响的，对部分学生而言甚至存在负面影响。英语微课教学与传统课堂教学存在较大的差距，这需要教师适当改变教学方式、学生适当改变学习方式。基于上述结论，本研究提出了以下建议： 通过培训加强教师的微课制作与使用能力； 培养学生正确的微课学习习惯； 针对学生个体差异进行因材施教;； 实行家校合作提升父母文化水平；建立健全构建资源的体制。关键词：微课,小学英语,有效性AbstractMicro-course is the product of the development of educational information, is a newt

5、eaching tool, while changing the traditional teaching methods, it can arouse the studentsenthusiasm and attention to a greater extent In teaching practice has been supported andrecognized by the majority of teachers, has achieved good teaching results With thedevelopment of quality education and new

6、 curriculum reform, English teaching in primaryschools is not limited to the mastery of English knowledge and ability, and emotional andcompetence goals have become the focus of primary English education It directly determinesthe effectiveness of primary school English learningThis study attempts to

7、 make a systematic analysis and evaluation of the effectiveness ofmicro course teaching in primary schools through the combination of qualitative and quantitativemethods, so as to understand the factors that affect the effectiveness of micro-lesson teaching inprimary schools Combined with the curren

8、t research situation at home and abroad, it can befound that there are more researches on the effectiveness of micro-lesson teaching, but less onthe exertion of micro-lesson teaching effectiveness and the discussion of the influencing factorsThe innovation of this study lies in the analysis of the e

9、ffectiveness of micro-English teaching inprimary school by probing into the teaching effect and individual factors, family factors andteachers factorsIn this study, 500 students of Grade 1-6 in Qingdao S Primary School were investigated byquestionnaire, interview and other methods According to their

10、 gender, grade, class cadres,extracurricular tutorial English, English ranking, English score, This paper makes an empiricalstudy on the relationship between father s education level, mother s education level, father soccupation, mother s occupation, family monthly income, understanding of Micro-cou

11、rse and theeffectiveness of English micro-class teaching The main conclusions of this study are as follows:(1) From the quantitative research analysis found that: effective teaching of English Microcourse has a high degree of achievement in the realization of students ability goal and emotionalgoal,

12、 in which boys focus more on the development of learning ability, and girls focus more onlearning emotional development; in grade, there was a significant difference between gradeand ability dimension The influence of English micro-course teaching on the learning creativity,cooperation ability and l

13、earning attitude of the six grade students is the most obvious compared with students with lower English scores, English micro-course teaching is morehelpful to students with better English performance; English Micro-course teaching hasobvious positive influence on students learning cooperation abil

14、ity, students thirst forknowledge and learning attitude in taking part in extracurricular remedial English The better the students in English, the more ideal the ability and emotional development they acquiredthrough English Micro-course, there is a positive correlation between the two (2) from theq

15、ualitative research analysis found that: Micro-course teaching is very obvious to thestudents classroom transfer effect, and the classroom discipline is obviously improved, whichplays an obvious role in the development of students learning emotion The reasonablearrangement of autonomous Learning and

16、 group cooperative learning in the course of EnglishMicro course teaching, so that students have more independent thinking space; Someteachers believe that micro-classes do not have a positive impact on all students, and even have anegative impact on some students There is a big gap between English

17、micro-course teaching andtraditional classroom teaching, which requires teachers to change teaching methods appropriatelyand students to change their learning methods appropriately Based on the above conclusions, thefollowing recommendations are made in this study: Strengthening teachers ability ofm

18、icro-course production and use through training Cultivating students correct study habitsin micro Course Teach according to students individual differences Carry outhome-school cooperation to improve the educational level of parents; Establish and improvethe system of building resourcesKey words: Mi

19、cro-course, primary school English, effectiveness目 录一、绪 论（一）选题缘由1.微课已成为广泛应用的现代化教学手段当今社会，网络逐渐影响到人们生活的各个方面，影响并改变着人们的生活方式，教育也不例外。网络信息化对教育也有着深刻的影响且在教学中有着全面的应用，改变了传统教育的模式，使教育在如今快节奏的生活方式下变得更加高效，其起到的作用也是有目共睹的。网络时代的教育更注重教学质量和教学效率，为此教育也不得不做出改变。微课应运而生是由其所处的时代背景和社会背景所决定的。2.微课;热潮下的小学英语教育反思现如今，随着网络信息化的逐渐普及，微课作为新

20、兴的教育方式，一时间被推向顶峰，不断被深化设计。现如今，微课已然有一套成熟的理念和运行系统。与此同时，其在一线中的应用也十分广泛而普遍。不过，普遍性并不代表有效性，微课是否有成效还需要实践的检验。本研究所提到的青岛市 S 小学已开始广泛使用微课，尤其是小学英语课堂。通过研究发现，微课的使用尽管会给学生英语水平与能力带来一定的提升，但是这种提升效果却是因人而异。换言之，英语微课对不同的学生个体的影响，会产生不同的效果，不禁引起了本文对小学英语微课教学有效性的反思：微课对小学生英语学习到底有没有促进作用？作用多大？是否对不同的学生有不同的效果？影响微课教学有效性的因素有哪些？为此，本研究着重探究微课在小学英语的教学过程当中是否会产生积极有效的作用及其影响因素（二）研究意义1. 理论意义2. 现实意义（三）概念界定1. 微课2. 有效教学3. 能力目标4. 情感目标（四）理论基础1. 建构主义2. 人本主义3. 有效教学理论二、文献综述（一）关于微课的内涵及应用研究1. 关于微课内涵特