初中英語有效教學(xué)的研究學(xué)位論文

1、<p>　　本科生畢業(yè)論文（設(shè)計）冊</p><p><b>　　二〇一四年五月十日</b></p><p><b>　　學(xué)位論文原創(chuàng)性聲明</b></p><p>　　本人所提交的學(xué)位論文《初中英語有效教學(xué)的研究》，是在導(dǎo)師的指導(dǎo)下，獨立進行研究工作所取得的原創(chuàng)性成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不包含任

2、何其他個人或集體已經(jīng)發(fā)表或撰寫過的研究成果。</p><p>　　本聲明的法律后果由本人承擔(dān)。</p><p>　　論文作者（簽名）：指導(dǎo)教師確認（簽名）：</p><p>　　年 月 日年 月 日</p><p>　　學(xué)位論文版權(quán)使用授權(quán)書</p><p>　　本學(xué)位論文作者完全了解河北師范大學(xué)

3、匯華學(xué)院有權(quán)保留并向國家有關(guān)部門或機構(gòu)送交學(xué)位論文的復(fù)印件和磁盤，允許論文被查閱和借閱。本人授權(quán)河北師范大學(xué)匯華學(xué)院可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索，可以采用影印、縮印或其它復(fù)制手段保存、匯編學(xué)位論文。</p><p>　?。ūＣ艿膶W(xué)位論文在 年解密后適用本授權(quán)書）</p><p>　　論文作者（簽名）：指導(dǎo)教師（簽名）：</p><p&

4、gt;　　年 月 日年 月 日</p><p>　　河北師范大學(xué)匯華學(xué)院本科畢業(yè)論文（設(shè)計）任務(wù)書</p><p>　　編 號：2014230401250 </p><p>　　論文（設(shè)計）題目： 初中英語有效教學(xué)的研究 </p><p>　　學(xué)

5、 部： 外語學(xué)部 專業(yè)： 英語 班級： 2010級6班 </p><p>　　學(xué)生姓名： 劉娜 學(xué)號： 2010512268 指導(dǎo)教師： 魏慧哲 職稱： 講師 </p><p>　　論文（設(shè)計）研究目標及主要任務(wù) </p><p>　　目前初中英語課堂中存在著低效甚至無效問題，有效

6、教學(xué)沒有得到應(yīng)有的體現(xiàn)。要接缺這些問題需要我們的英語教師了解并掌握有效教學(xué)的理念，構(gòu)建優(yōu)質(zhì)高效課堂教學(xué)，建設(shè)科學(xué)的課堂文化，提高教學(xué)的有效性。</p><p>　　2、論文（設(shè)計）的主要內(nèi)容</p><p>　　本論文旨在發(fā)現(xiàn)目前初中英語課堂中存在的低效甚至無效問題，并提出了構(gòu)建初中英語有效課堂教學(xué)的策略，以期為當(dāng)前初中英語課堂教學(xué)的有消化提供實踐和理論借鑒和思考，實現(xiàn)初中英語有效教學(xué)。&

7、lt;/p><p>　　3、論文（設(shè)計）的基礎(chǔ)條件及研究路線</p><p>　　網(wǎng)上資源整理和圖書館借閱。以學(xué)生的心里學(xué)習(xí)特點為標準，制定出每一位學(xué)生的學(xué)習(xí)計劃。</p><p><b>　　主要參考文獻</b></p><p>　　Koppi.A.J. Effective Teaching and Learning in

8、 a High-tech Environment[J]. Innovation in Education and Training International, 1997</p><p>　　陳厚德. 《基礎(chǔ)教育新概念有效教學(xué)》[M]. 北京：教育科學(xué)出版社，2000.</p><p>　　程紅，張?zhí)鞂? 《論教學(xué)的有效性及其提高策略》[M]. 北京：中國教育出版，1998</p&g

9、t;<p>　　姚利民. 《有效教學(xué)涵義初探》[J]. 現(xiàn)代大學(xué)教育，2004</p><p><b>　　5、計劃進度</b></p><p>　　指 導(dǎo) 教師: 年 月 日</p><p>　　教研室主任:

10、 年 月 日</p><p>　　河北師范大學(xué)匯華學(xué)院本科生畢業(yè)論文（設(shè)計）開題報告書</p><p>　　外語 學(xué)部 英語 專業(yè) 2014 屆</p><p>　　河北師范大學(xué)匯華學(xué)

11、院本科生畢業(yè)論文（設(shè)計）文獻綜述</p><p><b>　　本科生畢業(yè)論文設(shè)計</b></p><p>　　初中英語有效教學(xué)的研究</p><p>　　Research on Effective Teaching in Junior-Middle-School English</p><p><b>　　B

12、y</b></p><p><b>　　Liu Na</b></p><p>　　Supervisor: Wei Huizhe</p><p>　　A Thesis Submitted to Huihua College of Hebei Normal</p><p>　　University in Part

13、ial Fulfillment of the Requirement </p><p>　　for the Degree of Bachelor of Arts </p><p>　　April 25th, 2014</p><p><b>　　摘要 </b></p><p>　　有效教學(xué)的理念起源于20世紀。

14、有效教學(xué)一直是國內(nèi)外教學(xué)研究的焦點之一，越來越多的教育工作者，包括各級教研員和一線教師都把目光投向了有效教學(xué)，使有效的課堂教學(xué)成為當(dāng)今教學(xué)改革的重要目標之一。然而，隨著時代的發(fā)展，教學(xué)的價值觀、教學(xué)理論基礎(chǔ)和教育理念都發(fā)生了想應(yīng)的變化，對有效教學(xué)的研究也進行了相應(yīng)的擴展和變化。隨著新課程改革的實施，現(xiàn)在對有效教學(xué)的研究比較關(guān)注新課程觀念下有效教學(xué)策略和轉(zhuǎn)變學(xué)生學(xué)習(xí)方式的研究。但是，縱觀國內(nèi)目前對有效教學(xué)的研究結(jié)果，發(fā)現(xiàn)這些理論應(yīng)用在具體

15、的實踐操作中缺乏針對性。因此，在新課程改革的背景下，研究初中英語學(xué)科以及初中生英語學(xué)習(xí)的特點，改變教學(xué)理念和模式，實現(xiàn)初中英語有效教學(xué)，提高教學(xué)的有效性，是理論與實踐的必然要求，具有前所未有的重要意義。</p><p>　　教師作為教學(xué)活動的組織者和實施者，在打造高效英語課堂、實現(xiàn)有效英語教學(xué)中發(fā)揮著核心的作用。要解決這些問題需要我們的英語教師了解并掌握有效教學(xué)的理念，并在英語教學(xué)中實施有效教學(xué)的策略，分析解決課

16、堂教學(xué)實踐中的問題，提高教學(xué)效果。所以，開展初中英語有效課堂教學(xué)的研究能夠幫助教師高效的利用課堂教學(xué)時間，培養(yǎng)學(xué)生各方面的綜合能力，促進學(xué)生的進步和發(fā)展。</p><p>　　本論文旨在發(fā)現(xiàn)目前初中英語課堂中存在的低效甚至無效問題，并提出了構(gòu)建初中英語有效課堂教學(xué)的策略，以期為當(dāng)親初中英語課堂教學(xué)的有效化提供一點理論和實踐的思考和借鑒，從而實現(xiàn)初中英語課堂有效教學(xué)。</p><p>　　關(guān)

17、鍵詞： 有效教學(xué) 初中英語 教學(xué)策略</p><p><b>　　Abstract</b></p><p>　　The concept of effective teaching originated from the 20th century.It has been one of the focuses of teaching researches,mor

18、e and more educational workers,including instructors and researchers at all levels and front-line teachers have focused on effective teaching,make the effective classroom teaching become one of the important goal of educ

19、ational reform today. However,with the development of The Times,the corresponding changes of the values and the theoretical basis of teaching have taken pla</p><p>　　As the organizer and implementer of teach

20、ing activities,teachers play the central role in creating and achieving English effective teaching.To solve these problems,teachers are demanded to know and master the concept of effective teaching and carry out them in

21、 the English teaching process.So,launching study of effective teaching can help teachers efficient utilize teaching time to cultivate the comprehensive abilities of students and promote their development. </p><

22、;p>　　This treatise aims to find out inefficient or invalid problems being in current English classroom teaching and come up with strategies to structure effective English teaching classroom,for the sake of provide the

23、oretical and practical thinking and reference for English teaching in junior schools.</p><p>　　Key words: effective teaching junior school English teaching strategies </p><p><b>　　Cont

24、ents</b></p><p>　　Abstract(in Chinese) .....................................................................................................I</p><p>　　Abstract.............................

25、..............................................................................................II</p><p>　　I.Introduction.......................................................................................

26、............................1</p><p>　　II.The connotation of effective teaching in junior-middle-school English......................4 </p><p>　　2.1.The definition of effective teaching......

27、....................................................................4</p><p>　　2.2.The understanding of effective teaching in junior-middle-school English.............5</p><p>　　III.The Current

28、Studies on Effective Teaching at Home and Abroad..............................10</p><p>　　3. 1.Domestic research on effective teaching...............................................................10 </p

29、><p>　　3.2.Foreign research on effective teaching...................................................................11</p><p>　　IV.The problems of effective teaching in junior-middle-school English

30、 classroom........14</p><p>　　4.1.Different language proficiency by teachers............................................................14</p><p>　　4.2.The subjectivity of junior-middle-school s

31、tudents .................................................15</p><p>　　4.3.Improper use of the multimedia.............................................................................16</p><p>　　V.

32、The strategies of effective teaching in junior-middle-school English ...........................17</p><p>　　5.1.To improve teachers’quality....................................................................

33、.................17</p><p>　　5.2.To design effective teaching in classroom environment..........................................20</p><p>　　5.3.To carry out effective classroom environment......

34、...................................................23</p><p>　　5.4.To carry out effective classroom evaluation.............................................................25</p><p>　　VI.Conclusi

35、on.....................................................................................................................28</p><p>　　Bibliography................................................................

36、.......................................................30</p><p>　　I Introduction</p><p>　　The concept of effective teaching originated from the 20th century.It has been one of the focuses of te

37、aching researches,more and more educational workers,including instructors and researchers at all levels and front-line teachers have focused on effective teaching,make the effective classroom teaching become one of the i

38、mportant goal of educational reform today.</p><p>　　Classroom teaching is the basic way and method of education,and is the main channel to carry out comprehensive quality education and the new curriculum ref

39、orm.The efficiency of classroom teaching,not only affects the student’s learning effect in the short-term,but is a long-term development of school education system.This topic research based on the analysis of the present

40、 situation of teaching in the junior-middle- school English classroom, especially in the real teaching situation of first-lin</p><p>　　High investment and low efficiency problem of the teaching in junior-mid

41、dle-school English classroom,an important reason is that many English teachers’teaching ideas,teaching strategies and teaching methods are obsolete.Teachers were influenced by the “examination-oriented education”,they ju

42、st pursuit academic achievement in English teaching,many teachers have tasted the sweetness from the “examination-oriented education”,they think test a high score is not a problem as long as master all gramma</p>

43、<p>　　Therefore,to solve the problems of teaching in junior middle school English,English teachers should have the idea of effective teaching and master and implement the strategies of effective teaching in English

44、 teaching.Teachers should establish the concept of effective teaching,set up the consciousness of benefit,so that adapt to the reform of English curriculum.Research on effective teaching in junior-middle-school English w

45、ill help us to solve the ineffective or inefficient phenomenon in the t</p><p>　　The realization of effective teaching is not only the basis of education curriculum reform, it is the teachers’urgent need for

46、 the heart. This topic research is helpful to promote the implementation of curriculum reform, to perfect the new curriculum standard has important theoretical significance and practical value. Through studying on this

47、subject, the current understanding of the classroom teaching, especially the current studies on English teaching,exploring problems of teaching in junior </p><p>　　The thesis contains five parts:</p>

48、<p>　　Part One supplies introduction to the status of middle school English instruction in China.</p><p>　　Part Two is the concept of effective teaching,then proposes the standard of effective teaching

49、in classroom,and provides the theoretical foundations of effective teaching.</p><p>　　Part Three is concerned with the current studies on effective teaching at domestic and foreign.</p><p>　　Par

50、t Four is concerned with the problems in junior-middle-school English classroom and analyzing their reasons.</p><p>　　Part Five is strategies of effective teaching in English classroom.</p><p>

51、　　II The Connotation of Effective Teaching in Junior Middle School English </p><p>　　2.1The definition of effective teaching</p><p>　　There has not been a unified view on the concept of effecti

52、ve teaching. Throughout the point of view on domestic and foreign scholars,there ars two kinds of definition of effective teaching.“The first is from the relation between teaching input and output.This kind of definition

53、 mainly include:effective teaching means to have the best result of teaching in a certain teaching investment like time,energy,effort,which is highly effective teaching.” (Yao,2001) “Effective teaching refers to obtain t

54、e</p><p>　　According to the definition of effective teaching,domestic has two interpretation corresponding to the concept of effective teaching.The first definition contains triple meaning:first,have the eff

55、ect,which is the degree of agreement evaluation between the results of effective teaching and perspective teaching;Second,efficient,namely the use of economic concepts,the teaching efficiency expressed as the ratio betwe

56、en teaching output and input.It is also expressed from the perspective of both teach</p><p>　　To obtain with normal tests as a method to valuate student study and teachers’teaching effect.Effective teaching

57、is argued that should assure the interest,self inspiring and pioneering of students,Therefore,the mind of students are busying doing with teaching materials and learning tasks until they are contented with their learning

58、 effect.</p><p>　　To research the efficiency of a certain class may begin with two aspects: goal accomplishment and time limited. It is mostly believed that the teaching efficiency regards as spending less t

59、ime in completing a certain teaching task. Similarly, in incertain time, the more well-pleasing students have learned and the bigger profit students have procured, the more higher the teaching efficiency is. “From this w

60、e can know that teaching efficiency is the comprehensive concept of learning profit and te</p><p>　　In conclusion,we expect that the definition of effective teaching should merge students’requirement for sp

61、ecial knowledge and mentality development to reach teaching purposes and to promote effective learning.</p><p>　　2.2 The understanding of effective teaching in junior-middle-school English</p><p&g

62、t;　　2.2.1 The goal of teaching in junior-middle-school English </p><p>　　The new English curriculum standard think junior-middle-school English teaching mission is “to inspire and cultivate students’interest

63、 in learning English ; To enable students to establish self-confidence, form good study habits and effective learning strategies to develop autonomous learning ability and cooperation spirit; To enable students to master

64、 some basic knowledge of English and listening, speaking, reading,writing skills;To cultivate students’ observation, memory, thinking, imagination</p><p>　　According to the English curriculum standard,we can

65、 see that the overall goal of teaching in junior middle school English is to cultivate students’comprehensive ability of using language, and the formation of this ability is based on the student's language skills, la

66、nguage knowledge, emotional attitude,learning strategies and cultural awareness.Language knowledge and language skills are the foundation of comprehensive language application ability,Emotional attitude is the important

67、factor that a</p><p>　　2.2.2 The characteristics of English teaching in junior-middle-school classroom </p><p>　　Since English is only the mother tongue teaching in all courses of jun

68、ior-middle-school , so in addition to the teaching in junior middle school English classroom has some characteristics in common with other subjects, but also has the characteristics of different from other disciplines.

69、</p><p>　　Teachers must accumulate a large number of language materials to stimulate the teaching activities of the internal interest;Master a large number of theory on the basis of accumulation of facts.<

70、;/p><p>　　Teachers must cause the attention of students through the collective work and individual work arrangements , namely as the external means of classroom teaching to practice arrangement.Students can le

71、arn excitedly, basically see whether practice arrangementappropriate.This is the "classroom English effective teaching feedback".</p><p>　　Teachers must be carefully controlled formation of class

72、room teaching link is cohesive as tight.Sometimes a two link to pay fork, even can't distinguish which belongs to an activity.That is to say, in the teacher's teaching must be bright"Rhythm" class.<

73、;/p><p>　　Teachers must be able to fully mobilize the enthusiasm of the students.In other words, the teacher wants to use a certain teaching skills, such as repetition, simple and cadence.With different express

74、ion of language as much as possible ,improve students to master the perusal of words and grammar.Because the basic tools of language is limited.On the one hand, the use of tools language is strictly limited by the studen

75、t’s understanding of foreign language ability and expression ability;On the othe</p><p>　　2.2.3The characteristics of students’ learning in junior middle school English </p><p>　　With respect to

76、 the requirements of the new curriculum reform proposed by the effect on the student learning, the students’ English learning in junior middle school also show different characteristics with other disciplines:</p>

77、;<p>　　The students’ learning environment is mainly the classroom..In addition to the classroom learning,students rarely have the opportunity to learn the language knowledge and practice using the language.English

78、 learning is mainly doing under the guidance of English teachers, teachers’ teaching effect has great influence on their learning effect.The main content of English learning is to master the basic English knowledge and s

79、kills of listening, speaking, reading and writing,for high school and futu</p><p>　　Students’ studying in English activity gradually formed a learning strategy, the quality of students learning strategies di

80、rectly determines their learning .Students’ English learning for non-intelligence factors such as motivation, interest, emotion, self-confidence requirements are gradually increased.</p><p>　　In conclusion,

81、 the English learning in junior middle school students not only affected by objective factors such as location, teachers, language limitation,but also by subjective factors of students’ thinking ability, intelligence fac

82、tors, learning strategies, learning interest, etc.Especially,intelligent factor, the cultivation of learning strategies mainly depends on the effective teaching of teachers’ classroom implementation.</p><p>

83、　　2.2.4The essence of effective teaching in junior-middle-school English </p><p>　　Based on the above point of view, the essence of the junior middle school English effective teaching includes the following

84、 aspects:</p><p>　　① Pay attention to students</p><p>　　This means that teachers must have the “object”consciousness,to establish the dominate position of students, teaching is not aone-man s

85、how, to enable students to become the protagonist of classroom teaching.In the classroom,teachers should stay out of space and time for students.Let students do more activities, mobilize students’learning initiative, ent

86、husiasm and self-consciousness, teachers become the organizers, guiders and participants of teaching activities, which is the basis and the star</p><p>　　② Pay attention to students’ progress or development

87、</p><p>　　This means the teacher should establish “everything for the development of students”thinking.The development of the students is holistic exhibition, not one aspect of development, but the developme

88、nt of the whole person, this is the core characteristics of effective teaching in junior-middle-school English.</p><p>　　The specific progress and development of effective teaching in junior middle school E

89、nglish mainly includes: students have clear purpose of English learning is to communicate;Students master the basic knowledge of English and listening, speaking, reading and writing skills, and formed a certain communic

90、ative language ability;Students have confidence to learn English well, dare to express in English;Students contact English in life, willing to explore its meaning and try to imitate it.</p><p>　?、?Pay a

91、ttention to the effectiveness of teaching </p><p>　　This refers to the English teachers should have the concept of time and efficiency.Teachers cannot be simply interpreted “benefit” as “take the least time

92、 to teach the most content”.effective teaching does not depend on teachers’ teaching content, but to teach students what have learned or how to learn well.</p><p>　　④ Focus on scalability or quantify</p

93、><p>　　This means that as the aim of English teaching and evaluation index setting should be clear and concrete,so as to check effectiveness of teachers’work experience.But do not be too quantified, it is neces

94、sary that combine quantitative with qualitative,process and results together,fully reflect the English academic achievement of students and the performance of teachers.</p><p>　　⑤ Pay attention to the use of

95、 teaching strategies</p><p>　　Teaching strategy is the teachers to achieve the teaching goal and teaching intentions, according to the characteristics of the teaching content and students, and a series of s

96、pecific and effective problem-solving behavior adopted strategies and methods.</p><p>　　In short, effective teaching is to make students experience the “real learning process”, so that students from not know

97、ing to understand,fuzzy to clear, and errors to correct, failure to success;Allow students to learn science learning;Make students have a wealth of knowledge to promote students to get progress and development in Englis

98、h learning.</p><p>　　III The Current Studies on Effective Teaching at Home and Abroad</p><p>　　3. 1 Domestic research on effective teaching</p><p>　　The theory and practice of eff

99、ective teaching in domestic has a certain foundation.Access to the relevant documentation,you can find that the research on effective teaching is mainly distributed in China in the 1990 s.Chen Qi,Liu Rude editor of Conte

100、mporary Educational Psychology, (Beijing Normal University Press, 1997), dedicates a chapter on effective teaching, this is the first discussion of effective teaching.  Zhang Lu .Discussions on the Standards of

101、 Effective Teaching(education theory an</p><p>　　In Chinese academic circle, the research on effective teachinghas developed. Hunan university professor Yao Limin made systematically for researching effect