高效课堂在小学英语教学中的应用研究

高效课堂在小学英语教学中的应用研究

来源:www.51fabiao.org作者:lgg发布时间:2018-04-02 21:37
本文是一篇英语硕士论文,英语论文的写作,主要用于参加国际学术研讨会,促进中外学术文化交流;在国际学术刊物上发表,在国际上共享科研成果,英语论文也是达到学术交流的目的。
本文是一篇英语硕士论文,英语论文的写作,主要用于参加国际学术研讨会,促进中外学术文化交流;在国际学术刊物上发表,在国际上共享科研成果,英语论文也是达到学术交流的目的;另外英语论文还包括英语相关专业人员必要地用英语撰写学术报告或毕业论文等等。(以上内容来自百度百科)今天为大家推荐一篇英语硕士论文,供大家参考。
 
Chapter One Introduction
 
In this part, the author is going to bring an intr oduction to the backgroundsituation of her research topic. Then re search purpose and significance are explainedsuccessively. The goal of this part is to la y a foundation of the followin g parts of theresearch.
 
1.1 Research background
With a rapid development of science and technology and an in creasing trend ofeconomic globalization, the competition of comprehensive national strength is m oreand more concentrated on the quality and qua ntity of talents. Therefore, all countrieswill turn their attention to the curriculu m reform.Sato Manabu, a Professor in th eUniversity of Tokyo, has long been engaged in curriculum studies pointed out that inJapan, since 1990, classroom reform has beenslowly carried out,althoughstudent-centered teaching idea and curricu lum reform is undergoing(Zhong Qiquan,2006: 13).China has also started a new round of basic education curriculum revolutionsince 1999.The new curriculum particularly analyzes the drawbacks existing in thebasic education in China,advocating stude ntsto change their learningstyle,andemphasizingstudents’activeparticipation, willingness to explore,to exchange and tocooperate. The outline ofbasic education curriculum reform issued by the Ministry ofEducation in 2011 req uired that during the teaching process, teacher should teachstudents how to learn,how to cooperate, how to survive in the fierce society,and howto behave like a real m an on purpose that teachers can lead students to achieve th eirautonomous learning stage (Ministry of Education of People's Republic ofChina,2001). Although many people consider teacher as an important component of“efficient classroom” teaching, some researchers regard teacher as a d esigner of amethodology or approach. As Richards and Ro gers (1986) pointed out, teacher’s roleis ultimately related to the leve l of specific approach. That is, different approachesstipulate different roles for the teacher. Based on the function of teaching performancein different activities, Harmer (1983:201) defined teacher’s role as a co ntroller, anassessor, an organizer, a prom pter, a pa rticipant and a resource provider. This classification and definition becom es particularly necessary when student-centerededucation has become a mainstream in the teaching reform.
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1.2 Research purpose
This research is to study the feasibil ity and effectiveness of the “efficientclassroom” in Fenghuang Town Prim ary School English teaching.From the researchbackground information, we can know that st udent-centered education has become amainstream in the teaching reform . It ai ms to cultivate students’ ability o fautonomous learning and com prehensive quality, to m otivate students' interest inlearning and help students be able to change the idea of“let me learn” into “I want tolearn”. And student-centered education advocates to change the roles of teachers andstudents. That is to say, teachersmust turn their roles from knowledge initiator intoknowledge guider,and students must give a full play to their subjective position in theclassroom teaching activities and make themselves truly the host of learningprocess.Researches on the teach ing reform have em erged, for ins tance, “efficientclassroom”. To check th e efficiency of “efficient classroom” teaching, the author isdetermined to propose some countermeasures about how to make classroom teachingmore efficient asher objectives of this research.
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Chapter Two Literature Review
 
“Efficientclassroom” teachingemphasizesmore on the subjectivity of students, notonly in the study of knowledge,but also in students knowle dge acquisition. Itadvocates students to master knowledge through inquiry lear ning and cooperativelearning. In “efficien tclassroom”teaching,students are n ot only in terested inlearning,but also get a positive attitude towards learning.
 
2.1 The definition and connotation of efficient classroom
In this section, the author will first borrow some definitions of efficient classroombecause she believes th at any research m ust start from clarifying concept. Then theconnotation of efficient classroom will be explained to lay a basis for further research.Objective regulations stipulate that teach ersshould invest as less time, energy,and teaching material to obtain as many effects as possible in teaching activities.Thisis called “efficient classroom”, which meets the social needs and the demand ofindividual education values.Person ally speaking, teaching activity is a two-sideactivity in teaching and learning, both are important.Either pursuit ofonly one-side orneglect the other side is unscientific and inefficient.The author has gained innum erablematerials related to efficient classroomresearch. For example, Li Bingting co mpiled “The 2 2 Rules o f EfficientClassroom”,“The Nine Efficient Classroom Teaching Paradigm”,“The ContemporaryCurriculum Reform File in China” and so on.These works introduce in details theconnotation,mode and function of the “e fficient classroom”teaching.The authorreceives an overall unde rstanding of it through inte rpretation. For anotherexample,“Big Unit Teaching” m ode,Changle Middle Sch ool “271” mode havebrought great significance to th e author in her study of the “efficient classroom”inprimary school English teaching.Although the academic achievements by the pioneersare fruitful in journals,newspapers,academ ic papers am ounting to m ore than tenthousand articles, they are not appropriate to be applied directly to Fenghuang TownPrimary School English teaching. Summarizing these research results, the author findsthat most researchesaretaking a certain subject as an example of “efficien tclassroom”teaching, a m odel of guiding case writing ,team cooperation, an dconducting after class reflection by teacher s.The shortcomings in the previou sresearches, such as, although the topicmay be related to efficient classroo m teaching,there are not many details that can be employed to guide Fenghuang Town Pri marySchool teaching.
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2.2 Related studies in foreign countries
The development of foreign classroom teaching has for med many schools,showing a great richness.Herbart has been regarded asa representative ofthe“traditional teaching theory”, while Dewe y, the representative of the“pragmaticteaching theory”, and “project method” based on “learning by doing” . In particular ithas: on the principle of post modernism “reflective teaching theory”, Skinner’s“program teaching th eory”, Bruner’s “the structure of cu rriculum and discover ytheory”, Bloom’s“mastery learning theory” (Qing Sulan, 2002) and Rodgers’ s “nondirective teaching theory”, Gagne’s “study result classification and inform ationprocessing learning model” and Ausubel’ s “meaningful learning theory”. (T anHongying, 2006)The earliest one to investigate teaching m odel system is Am erican educatorJoyce Howell, in his monographTeaching Mode, researched the functions of teachingtheory, putting forward four m odes of t eaching:information, personality, socialinteraction and behavior. Since then, the German educator Herbart with “generalpedagogy theory”, put forward the idea of ef fective teaching, designed the “universaleffect”as“clear - associativ e - system atic - m ethodological” teaching mode. (Zhao Yanmei, 2005) Former Soviet educator, Kairov proposed a“five links” teaching model,namely “organizing teaching - ch ecking homework and reviewing old lessons -revealing new subject and teach ing new lesson - consolidating n ew lesson -assigning.” Thus, from the beginning of Co menius, after Herbart into full play, andKairov processing and transform ation in pedagogy, the pursuit of ef fective teachingreaches its matured development. Later, researchers summarize the resea rchachievements of predecessors andgeneralize the characteristics of this teaching m odeas“focusing on teachers, teaching materials and classrooms” (Zheng Yufei, 2009).At the same time, the formation of “efficient classroom”teaching also has itsscientific theoretical basis onhumanisimtheory, cooperative learning, zone of proximaldevelopment, and constructivism theory. The further exp lanation of each will befollowed.
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Chapter Three Research Methods.......18
3.1 Research subjects........18
3.2 Research questions......18
3.3 Design of tests.............19
3.3.1 Design of pre-test............19
3.3.2 Design of post-test..........20
3.4 Design of questionnaires...........21
3.4.1 Design of questionnaire for teachers...........21
3.4.2 Design of questionnaire for students...........22
Chapter Four Data Collection andAnalysis......23
4.1 Data collection and analysis of tests.......23
4.2 Data collection and analysis of questionnaires.....27
4.2.1 Data collection and analysis of questionnaire for teachers.....27
4.2.2 Data collection and analysis of questionnaire for students.....32
Chapter Five Research Findings and Countermeasures for Operation.......36
5.1 Research findings........36
5.2 Countermeasures for operation...............40
 
Chapter Five Research Findings andCountermeasures for Operation
 
5.1 Research findings
Through analyses of the pre-test, post-test and the questionnaires of teachers andstudents, the author desc ribes practice of classroom training inFenghuang T ownPrimary School. With the support of zone of proximal development and cooperativelearning principles, she conc ludes her research findings in the ap plications of“efficient classroom”English teaching.In the “ef ficient classroom” teaching, st udents are th e real m asters of classroo mactivities.They are able to f ind out their own problems, then analyzeand solve theproblems by themselves. In this paper, “efficient classroom” is a typical representativeof student-centered teaching concept. Exploratory questions can be discussed throughthe group “cooperative learning”.The new method and new knowledge allow studentsto carry on an autonomous learning, or m utual discussion when they m eet problemswhich can not be solv ed by themselves under the guid anceof their teachers. Th e“efficient classroom” teaching has changed th e situation that teachers “occupy” th ewhole classroom time in the past teach ing model, and achieve the idea ofstudent-centered teaching. These changesare in line with the new round ofcurriculumreform on primary school English classroom teaching requirements.The research reflects in humanistic learning theory. Students are expected to learnthe doctrine of “m eaningful learning”.The enlightenment of ef fective classroomteaching mode is to allow students to participate cooperativ elyinside andindependently outside the classroom.“Students are able to create, able to explore, ableto experience, able to cooperate, and able to perform”(Li Bingting, 2010).
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Conclusion
 
Based on the elem entary education curriculum reform, student-centeredclassroom teaching mode has become a mainstream in the teaching reform. Schools atvarious places have been struggling to find an appropriate teaching model in primaryschool English teaching for a long time. Related researches in the domain have drawnquite a lot of achievements that are more or less applied in every day teaching. But, atpresent, the author hasn’t found a beneficial mode to ad opt to the local context inFenghuang Town Primary School English teaching.Bearing the concern on m ind, the aut hor has collected many docum ents andreferences related to the researches mentioned above. With a prudent sorting, shefinds out that many schools have put the "efficient classroom" teaching into effectbased on their own local conditions. In Chin a,the most influential classroom teachingmodesare Dulangkou “10+35” m ode, Changle Second Middle Sc hool of “271”modeland the “cycle of large class” mode in Yanzhou Secondary School (Tao & Du,2010). In these trial modes, DuLangkou “ 10+35”teaching mode attracts m ostconcerns and debates in education field because it was the first try in China. Late r,primary and secondary schools in Shaanxi Province where the author works arefollowing the suit of Dulangkou teaching mode.The academic field has accumulated afruitful achievement in journals,newspapers,academic periodicals.
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References (abbreviated)