【活动教学法在初中英语口语教学中的应用研究8100字（论文）】

I 错误!未定义书签。 1 2 3 5 5 6 8 4.4.2Activity-basedApproachImprovingStudents’Self-confidence 20 22 23 26 ⅢKeyWords:Activity-basedApproach,JuniormiddleSchool,OralEnThischapteristheobservationofthestudy.Ththebackgroundofthestudy,thesignificanceofthethelayoutofthisthesis.TheyareintroducedinAsoneoftheuniversallanguagesintheworld,Englishplaysanimportantroleintheexchangeofscience,technologyandcultureundwhichshowsthatthereformoftraditioteachersandstudents,sothatcommunication.Itisusefulforlanguage.Theneweducationreformadvocatesthedevelopmentofstudcommunicatewithlanguage,requiresstudentsto“doinmasterthecommunicationfunctionoflanguage.TraditionalEnglishteadifficulttoachievethisgoal.Inordertoeclassroomactivities,withtheirknowledgeofEnglishtshouldcreatearelaxedandpleasantlearningenvirobenefitstudentsforlife.TheActivileadingwillbemorebeneficialtotheatmosphere,studentsaremorewillingtospeakEnglish,andintheprocessofmutprocess,theparticipationofactivitiescanstimulateandpraisestudents,cultivatestudents'habitsofspeakingupandthinkinghardThisstudyimplementsexploretheeffectoftheActivity-basedApproachontheoralEnglishteachingofjuniorschooloralEnglishteachilearningoralEnglish,andtestwhetherthetheeffectontheorallearningofjuniormiddleschoolstudents.InspectwhetheroralEnglishteachingbasedonthetheorycanpromotethecomprehensionabilityofjuniormiddleschoolstudentsandtheimprovementofEnglishcomprehensivelevel.The“EnglishCurriculumStandardforCompulsoryEducationemphasizestheimportanceoflastudents'abilitytouselanguage.Atthesameteachersshouldstartfromthepointofviewoflanguageuse,teachersshouldcreatediversethefirst-lineteachers,helpthefirst-lineteacherstobetterpracticetheActivity-basedEnglishasacommunicationtool,itmustbetestedandimprovedthroughpracticetraditionalteachingmethodscannotcreatearichlanguageenvironmentandoutputcannotbesaTheActivity-basedApproachcanenablestudentActivity-basedApproachintheoralEnglishteachingofjuniormiddleschool,whichisbeneficialtotheteachers'furtherunderstandingoftheActivity-basetheteacher'sattentiontotheoralEnglishteachinginjuniormiddleschool.Thefirstchapteristhpurposeofthestudy,thesignificanceofthestudyandthelayoutofthestudyThesecondchapteristhesummaryofliteraturereview,whichmainlyreviewsideologicaloriginofdomesticandforeignscholarsontheconceptofActivity-basedApproachandtheirunderstandingandkeydiscussionofActivity-basedApproach.ThethirdchapteristheresearchdesignofjuniormiddleschooloralEnglishteachingundertheguidanceofthetheoryofActivity-basedApproach.ThesbeforeandafterthedatapresentationandanalyActivity-basedApproachtheoryappliedtotheeffectivenessoforalEnglishteachinginjuniorThefifthchapteristheconclusion,suggestionsaInthischapter,itmainlyelaboratesthereoralEnglishteaching,includingtfocusesontherelatioitisnecessarytounderstandthecoredefinitionofActivity-basedApproachandoralEnglish.characteristicsofstudents'physicalandmentaldevelopmentLinXinshi'spointofview,Activity-basedApproachreferstothedesignofstactivitieswithguidance,crbasiccharacteristicseriouslythink,andstrengthenpractice.Itsmaingoall-roundway.(LfActivity-basedApproachisactivity.language,whichisoralEnglish.(DeisaformofspokenEnglish.ofEnglishismentioned,theformofexpresvocabulary,simplevocabularywithlessstrictrequirementsfromagrammaticalpointofview.SpokenEnglishinthisstudyreferstotheoralEngformofexpressionandcommunication,emphasizingtheproblemsfacedbyslanguageexpressionintheprocessofdailyEnglishcommunication.Victorino,RabelaisandMontaignefirstexpressedsomeviewsontApproach.TheyopposecompideasofactivityteachingcomprehensiveducationshouldfollowthenaHebelievesthatwhenteachinginactivities,theideaof“learningbydoing”isthekeytothehastwocoremeanings,namely“educationhasnopurpose.Theindependentlyandbecreative,teachingmethodsshouldalsoandadapttostudentdthroughrepeatedexercisesinactivities.Andfinallylearnedknowledge.Hebelievesthatifactivities,andmustdoit,becauseeverTheSwisspsychologistPiagetproposApproachshouldpayattentiontotheinitiativeofchildrenincognitiveactisthatthenaturalandspontaneoufollowed(Piaget,2001:68)[13].thanaccumulatememory.Liesincultivatingknowledgeexplorersratherthanculscholars.Thecentralissueistoestablishtheconnectstructuralpointofview.Particularattentionshouldbepaidtochildren'scognitiveimtherebystimulatingtheirinterestandneedsinActivity-basedApproachincHepointedoutthatActivity-basedApproachisabridgebetweennon-communicativeactivitiesandcommunicativofnewlanguage(Presentation),practice(Practice),communicationapplication(Production)(HarmerJ,1983:38)[6].ThisistudentsparticipateinavarietyofKathleenM.Bailey(2006)[14]proposedFirst,teachersmustfindtopicsthatstudentsareinterestedinreasonablysothatstudentscancommunicateofActivity-basedApproachandoralEnglishteaching.TheActivvariousformsofactivitie90relateddocuments,includingmasteranddoctoralpapersandjscopeofActivity-basedApproachisverywide,mainlyinthefollowingaspects:listeningteaching,speakingteaching,readingteaching,writingteachingandgrammarteaching.Itrangesfromelementaryschoolstocollegelarge.ItcanbeseentheimportanceofActivity-basedApproachinEnglishteaching.所选文献所选文献63Figure2.2TheresearchtrendofActivity-basedAppHowever,theresearchproposedbyChenHeqin.Withthecontinuousincreaseineducationreform,doSincethe1990s,theMinistryofEducationofChinahasoffiActivity-basedApproachasacommonteachingmethodinEnglishteachindevelopmentofactivityteaching.Inparticular,foreignlProfessorWangCairenproposedadualactivity-basedapproachonthebasisofHarmer'ssubjectsofforeignlanguageteaching.((1)DualpurposeofteacforeignlanguagestocomtheprocessofteachingEnglish,studentsneedtoknowledgereservesofstudentscannotblearningability,cultivatestudents'interestinlearnitotheenvironmentinlearningrequirements.TeachingactivitiesshouldbecarefullyprThedual-Activity-basedApproachbelievesthatEnglishteachinfivestepsofintroduction,initiation,input,processingandoutput.Theintroductionmeanstheintroductionofnewcontentonthepremiseofreviewingtheolthinking,andpresentnewcontentthroughdiscussion(WangCairen,1996:26)[15].fattentiontothelanguageteachingofstudents'needs,andunderstandthecommunicationlanguageinformationtheycanteachers'attention.Inadditiontolettingstudentslearnknowledge,thetheircomprehensivequaThischapteristheresearchdestheguidanceofthetheoryofActivity-basedApproach.ThesysInordertotesttheeffAmongthem,thecontrolTheauthor'sschoolisanordinarymidoralEnglishabilityisweak.ThetwocexploringhowthetheActivity-basedApproac(3)WhethertheActivity-basedApproacApproachfororalEnglishteaching,andthecontrolclasswilladoptthetrmethodtoteachstudentsoralEnglish,andotherteachingfactorsremavited3Englishtefdfterthedatapresentationandanalysis,tdApproachtheoryappliedtotheeffectivenessoforalEnglishteachinginjuniormiddleschool.Table4.1Classroomobserva教师使用英语时间大约50%√活动时间/分钟534874学生参与度√√√√√√活动时间控制优良√√√√中√差√学生参与度评价优良√√中√√√差√总评总分input,isnotconducivetopromotingstudents'languageexpression.Teachersusetraditionalconducivetoimprovingstudents'iexercisestudents'creativethinkingandspokenEnglish,whic教师使用英语时间√活动时间/分钟535876学生参与度√√√√√√活动时间控制优√√√√√良√中差学生参与度评价优√√√√√良√中差总评总评Accordingtothedata,itcandisplaythataftertheActivity-basedAppng,theoverallclassroomteafspokenEnglishlanguage,andthestudentshaveahighdegreeofparticipationiHowever,therearesomeunreasonableschedulesforindividualactivities.Thetimeofperformingshowwasshort,whichcausedmanystudentswhowantedtoparticBeforethebeginningoftheteachingexperiment,inordsituationofstudents'teaching,theauthorimplementedthedistributionofshuiinSeptember2020.ThefollowinfAtotalof100questionnairesweredistributedthistime,allquestionnaireswandallreceived.ThefollowingtableshowstheByorganizingthequestionnairedata,th4.3.1StudentsLackingInterestinLearniInordertounderstandstudents’currentoralEnglInordertounderstandthauthorsetupthefollowingquestionsandacommonlyusedteachingactivitybyteachersisretelling,accountingfor52%.ThiskindofrarelycarryoutmoreinnovativeactivitiessuInordertounderstandtheproportionof“saying”intheclassroominjuniormiddleschoolEnglishteaching,theeighthquestioinclass?“EnglishCurriculumStandardforCompulsoryEducation(2011Edition)”statesthatthelisteningandspeakingshouldbeplacedinanimportantposiwriting.Accordingtothetable,itcanbeseen,inclass,studePracticePracticeoflistening,speaking,readingand4.4.1Activity-basedApproachImprovingStudents'InterestinOralEnglItcanbeseenfromtexperimentalclassstudentstowardsoralchangingtheteachingmethodandadoptingtheActivity-basedApproachfororteaching,theproportionofstudentswholiketotakeoralEnglishclassesreached78%,andThedegreeofstudent'spreferenceforThedegreeofstudent'spreferencefor4.4.2Activity-basedApproachImprovingStudents'Self-confidenceinSpeakingEnglishnumberofteachingactivities,studentshavemoreopportunitiestospeakEnglish.However,WillyouactivelyparticipateWillyouactivelyparticipateinAlwaysGeneralRarely4.4.3Activity-basedApproachImprovingStudents'OralEnglishSAccordingtothedatainthetable,92%othattheiroralEnglishhasbeenimprovedaftertheActivity-basedApproachisused,whileDoyouthinkyourspokenEnglishhasIncreaseExperimentalclassConThischaptermainlyintroAfterthreemonthsofactivityteachingrese(1)Activity-basedAconducivetotheimprovemenauthordiscoveredtheadvantagesoftheActivity-basedApprostudyhascertainlimitationsandssmalfthisstudyisnotsufficient.Sincethisexperimentiandteachers’classroofdetailintheresearchplan,lackofflexibilityinthedesignofactivities,accomplishtheteachingobjectivesofteachers,intheprocessofimplementation,combinedwiththecharacteristicsofActivity-basedApproach,intheoralclassroomofpracticteachingdesign,anddesignrichactparticipatinginlanguagepracticeactteaching.Usingmorebodyla[1]CarolBertram,FaithK.Kimathi.O