初中英语个性化教学案例研究:介入策略对个体学习的影响

初中英语个性化教学案例研究:介入策略对个体学习的影响

来源:www.51fabiao.org作者:lgg发布时间:2018-10-07 19:13
本文是一篇英语硕士论文,英语硕士专业方向主要培养在外贸、外事、文化、新闻出版、教育、科研、旅游等部门从事翻译、管理、教学、研究工作的英语高级专门人才。
本文是一篇英语硕士论文,英语硕士专业方向主要培养在外贸、外事、文化、新闻出版、教育、科研、旅游等部门从事翻译、管理、教学、研究工作的英语高级专门人才。(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 1 Introduction
 
1.1 Research background
The compulsory education law, which newly revised in 2006, Item 29 stipulates:“Teachers should treat students fairly in the course of teaching, pay attention to theindividual differences of students, teach students according to their abilities andpromote the full development of students (2016)” .Teachers should correctly understand there are many differences between students.These differences include the differences of the students’ intelligence, learningmotivation, interests, learning style and methods and students’ cognitive differences.These differences are not fixed. It is a dynamic development. However, the core ofeducation wisdom is to face these differences. Therefore, the teachers only should adoptdifferent teaching methods for individual differences of different students in theteaching process. In the teaching process, teachers should teach students according totheir aptitude. We should know that there is no uniform form of teaching. As teacher,we should fully respect the individual character of each students. If so, teachers canmore effectively stimulate students learning potential and develop students’ interest inlearning English. It also can make students to achieve the overall harmonious andhealthy development on the original basis.
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1.2 Research purpose
The purpose of this study was to find out how individualized teaching, as a countersolution, worked effectively in solving the individual student’s problem with Englishlearning, including a probe into this case to know the reason why the study participant’s English learning had low efficiency and undesirable outcomes.Starting from the actual situation of junior middle school students, the authorwanted to find out what problems the student had with their learning concepts andlearning methods. According to the possible causes of the concrete problems, we canknow whether the learning concept and learning method of such a student was changedor not by observing his classroom performance, extracurricular learning method,homework, quiz, examination results, and we can also carry out regular conversationswith students. We should understand the process of his change in English learning andpromote the positive change in time. After adopting a certain intervening strategy forhim, we could know whether he made progress in English learning and whether hissubjective views and ideas would be changed, and further, whether his learning concept,learning motivation were changed, The goal we strive for is to improve on the positiveside. Finally, this study is expected to show that the individualized teaching adopted iseffective.
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Chapter 2 Literature Review
 
2.1 Definition of core concepts
The so-called personality is the individualized, which is different from others inthe aspects of thought, character, willing, quality and attitude. This individual trait manifested in the way he behaves,the way he speaks, the way his emotion and so on. Everyone has his own personality.It is a kind of individuation existence and individuation is the existence way of a person.Individuation is also called character or personality. Mr. Hao Bin, a psychologist,believes (https://baike.baidu.com/item) “Individuation can be defined as the personalthoughts, emotions, beliefs, awareness, behavior and attitude. It determines how welook at ourselves and the environment around us. It is constantly evolving and changingand it is the sum of all the experience of the life since the beginning of birth.” in short,the individual character is the unique and distinguish from the other individualcharacteristics, which has a certain orientation, stable, the sum of the nature of thepsychological characteristics. It is a part of a person stand out in the common.The word individuality originally came from the Latin Personal. At the beginning,it was considered as a mask worn by an actor and then was considered as an actor whois a person with a special character. Generally speaking, the individuality is short forthe individual psychology. Due to the complexity of the individual structure, a lot ofpsychologists have proposed the definition of individuality from the perspective of theirown research. American psychologist G.W. Allport has reviewed more than 50 differentdefinitions about individuality. For example, the American psychologistR.S.Woodworth said (https://baike.baidu.com/item): “The personality is a tendency. Itcan be used to predict the behavior of a person in a certain environment and it isassociated with the person’s explicit and implicit behavior.” Soviet psychologistPetrovskiy (1969) said: “In psychology, the personality refers to the individual’sacquisition in object activities and communication activities.”
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2.2 The research status of English individualized teaching
Foreign personalized teaching thoughts can be traced back to ancient GreeceSocrates, he proposed the midwife technique teaching. It inspires students’ thinking andlet students to seek answers actively. It reflect the equality between students andteachers, which is good for students’ psychological healthy growth and the developmentof personality. Suchomlinski believes (Du Diankun, 1980) that each student has his orher own way of learning and the teacher must teach according to the characteristics ofthe students. The personalized education thought originated from the humanisticeducation philosophy of the 1960s, which first advocated individualized teaching andrequired the full development of the personality of teaching. Education scholars fromdifferent countries have put forward the individualized teaching theory system fromdifferent angles and have been paid more and more attention. In 1970s, J.W. Kiff putforward a complete theoretical system of personalized teaching mode. The theory considers that “personalized teaching is an organic whole and systematic project in allaspects of society. It is based on the students’ personalities and carries out effectiveeducation practice in an organized education environment”(1970s). According toHerbart, Germany’s education scholar, the current implementation of all education isultimately a cycle that starts with personality and ends in virtue (1806). Since the 1970sand 1980s, personalized teaching has been widely recognized as one of the most widelyaccepted concepts in western developed countries. Guided by this concept, the westerncountries through continuous teaching reform, the basic education popularization,generalization and high quality have made the difference and diversity of students ineducation schools more and more obvious. Education developed countries allemphasize and cultivate students’ individuality and originality. According to the currenteducation practice experience, a teaching system suitable for different cultures,different backgrounds and different abilities is established, but these systems have acommon characteristic: they all respect the individual differences, teach according totheir aptitude, encourage individual development, encourage individual innovation andencourage teamwork.
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Chapter 3 Methodology.......22
3.1 Study objectives.........22
3.2 Study participant........24
3.3 Research design .........25
3.3.1 Research methods .....25
3.3.2 Research instruments.........26
3.4 Research process .......27
Chapter 4 Data Analysis and Discussion .......29
4.1 Knowing the student participant...........30
4.2 Knowing the curriculum.....40
4.3 Choosing targeted learning strategies............42
4.4 The participant’s changes after adopting these strategies ........46
4.5 Effects of the individualized teaching ...........53
4.6 Discussion.........54
Chapter 5 Conclusion ..........56
5.1 Major findings ...........56
5.2 Implications ......57
5.3 Limitations........58
5.4 Suggestions for future research ............59
 
Chapter 4 Data Analysis and Discussion
 
According to the design of Chapter 3, the case study was divided into three parts.The first part was to describe the learning situation of the student and analyze theexisting problems and the root causes. The second part described the changes of thestudent in English learning under the guidance of individualized teaching. The thirdpart was to discuss the positive effect and the not achieved effect of the wholeindividualized teaching, it also discussed the evaluation of these results. The mainmethods used in this study were investigation and examination, and individual teaching design with counter strategies was also included. Through these methods andinstruments, the author could analyze and judge the methods needed for individualizedteaching.The time of this study span covered for the participant from Grade 7 to the firstsemester of Grade 9. However, the targeted individualized teaching of this research wasformally started in the first semester of Grade 9. This research was carried out underthe guidance of the four dimensions, namely, Knowing the Student, Knowing theCurriculum, Choosing Targeted Learning Strategies and Maintaining Simplicity andInteraction, In the implementation of individualized teaching which have beenmentioned in details in Chapter Two.
 
4.1 Knowing the student participant
According to the first dimension of individualized teaching model, the author had aclose observation and open interviews with the student participant Zhang Cong, tocollected data and information about the student, so as to get to know the studentparticipant, which was the first step for any decision on counter strategies to take.The author collected 8 monthly examination results of Zhang Cong in Grade 8 andtried to use these exam results to explain his learning situation in all subjects. Theresults of these eight tests are statistically analyzed and the results are shown in Table4-1.
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Conclusion
 
In this thesis, a case study on an individual teaching for a student with problematicissue of English learning has been made through a thorough investigation and closeexamination. It has revealed the basic situation of Zhang Cong, and found and analyzedcauses of his problems in his English learning. Then, the author gave him the targetedguidance of his learning strategies and carried out the case study. According to this, wehave verified the effectiveness of the English individualized teaching in junior middleschool, which shows a possibility and feasibility to give students with different learningneed access to their own individual development.At the end of this case study, the major findings are presented as follows:Firstly, the learning effect of the student was poor and his English was not good.The main reason is that the student has some problems in his learning concepts andlearning methods. He lacked a correct understanding of English learning. He thoughtEnglish was not important and didn’t use in our daily life. He was unwilling to spendtime studying. He couldn’t find the reasonable ways within his ability to study, whichled to a sense of aversion for English learning. He was afraid of learning English andeven hated to learn English, which eventually led to a vicious circle.
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References (abbreviated)