导学案在初中英语教学中的应用研究_齐娜.docx

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1、 A study of the Application of the Learning-plan Guided Teaching and Learning Method in Junior Middle School English Teaching QiNa A Thesis Submitted in Conformity with the Requirements for the Degree of Master of Education in English Teaching Supervised by Professor Li Wei i School of Foreign Langu

2、ages Shaanxi Normal University i Xian 学位论文原创性声明 本人声明所呈交的学位论文是我在导师的指导下进行研究工作所取得的研究 成果。尽我所知，除文中已经注明引用的内容和致谢的地方外，本论文不包含其 他个人或集体己经发表或撰写过的研究成果，也不包含本人或他人已申请学位或 其他用途使用过的成果。对本文的研究做出重要贡献的个人和集体，均己在文中 作了明确说明并表示谢意。 本学位论文若有不实或者侵犯他人权利的，本人愿意承担一切相关的法律责 任。 作者签名： ， 缚 日期： JofY 年 5 月 洳 日 学位论文知识产权及使用授权声明书 本人在导师指导下所完成的学位

3、论文及相关成果，知识产权归属陕西师范大 学。本人完全了解陕西师范大学有关保存、使用学位论文的规定，允许本论文被 查阅和借阅，学校有权保留学位论文并向国家有关部门或机构送交论文的纸质版 和电子版，有权将本论文的全部或部分内容编入有关数据库进行检索，可以采用 任何复制手段保存和汇编本论文。本人保证毕业离校后，发表本论文或使用本论 文成果时署名单位仍为陕西师范大学。 保密论文解密后适用本声明。 作者签名： ，賴 f 日期： Jc? 吁 年 5 月 并 日 Acknowledgements I am much obliged to Professor Li Wei, my supervisor, fo

4、r his constant encouragement and thought-provoking insights and valuable advice, which are definitely worthy of high acknowledgement. I would like to pay tribute to all the professors of the Foreign Languages School of Shaanxi Normal University. Their lectures have contributed greatly to my academic

5、 growth. Besides, I am much grateful for many friends of mine who stood by me, and still do. My special thanks go to the friends and schoolmates, with whom I spent the unforgettable time in Shenzhen during my internship. I should also thank all the losses and difficulties I have faced, for turning m

6、e into a mature, strong and sensible person. Finally, I feel indebted to my beloved families, who always put my happiness ahead of theirs, giving me love and never asking for anything in return. Without their encouragement and support, I may never have gotten over the losses and gains I experienced

7、in life. They always encourage me to be confident in myself and be optimistic about life. Abstract New Curriculum Standard states that the task of English curriculum in elementary education is to cultivate students5 learning interest, to help students build good learning habits, to fonn their effect

8、ive learning strategies and to develop their ability of learning autonomy. With the further implementation of Curriculum Reform, teachers and educators have realized that the traditional teaching method could not cater for the demands of quality-oriented education. Thus they began to explore a new t

9、eaching method. After a long time of persuit by educators and teachers, the learning-plan guided teaching and learning method, which is on the basis of Constructivism Learning Theory and Humanistic Learning Theory, came into being in the late 1990s. The learning-plan guided teaching and learning met

10、hod is a teaching methodology that relies on the learning and teaching plan prepared by teachers as a medium to guide students learning and teacher? teaching. By far, this teaching method has been put into practice in more and more Chinese middle schools, and their students have been a lot benefited

11、. This study investigates into the students and teachers7 comments on the learning-plan guided teaching and learning method in junior middle school English class, the effects of this teaching and learning method exerts on the junior middle school English teaching and learning, and some major problem

12、s existing in the process of the application of this method. The author has collected data by questionnaire, interview and classroom observation. The research subjects include 185 students from three classes of different levels and 10 English teachers in Grade Nine in Luohu Foreign language school i

13、n Shenzhen. The investigation went on for four months, and the results of which lead to a conclusion that this learning-plan guided teaching and learning method is very popular with teachers and students. The effects of the learning-plan guided teaching and learning method can fall into four aspects

14、: (1) the students English learning autonomy is authentically improved; (2) the students have develop a better English learning habit through the application of this method; (3) the implementation of the learning-plan guided teaching and learning method has enhanced the teachers and students coopera

15、tive ability; (4) and a better teaching and learning efficiency has been achieved. However, some major problems are also spotted: (1) some teachers are used to traditional teaching methods, and they think that it is a waste of time to invite students to get involved in the process of teaching and le

16、arning; (2) there has been quite room for the improvement of this newly emerged method; (3) it is hard for teachers to reasonably regulate the time when carrying out this method. Finally, this paper puts forward some suggestions for a better implementation of this new method. Firstly, the design and

17、 preparation of learning plan should be more scientific. Secondly, teachers need to take students9 real situation into consideration when they design a learning plan. Thirdly, students had better be allowed to be partners in designing and preparation of learning plan where it is necessary. Key words

18、: learning-plan guided teaching and learning method, Constructivism Learning Theory, Humanistic Learning Theory, English teaching and learning Junior middle school students iv 新课程标准指出，基础教育阶段英语课程的主要任务是激发和培养学生的学 习兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展 自主学习的能力。随着课程改革的深入，越来越多的学者和教师意识到传统的教 学模式已不符合适应素质教育的要求。他

19、们开始探求一种新的教学模式。经过长 期的探索和实践， 导学案应运而生。 “ 学案导学 ” 是指以学案为载体， 以导学为 方法，师生共同完成教学目标的一种教学方式。 到目前为止，己经有越来越多的中学开始运用学案导学法进行教学，学生获 益匪浅。本研究主要调查学生和教师对导学案的评价，这种教学模式对英语教学的 影响，以及导学案在运用的过程中存在的主要问题。 作者通过问卷调查、访谈和课堂观察收集的数据，研究对象包 括来自深圳罗 湖外语学校九年级的 185 名学生和 10 位英语教师。整个研究过程持续了四个月。调 查结果显示导学案受师生的欢迎，他们也在逐渐的适应这一新的教学模式。根据 调查结果，作者总结

20、出导学案对英语教学有以下四个积极的作用。（ 1) 学 生 学 习 英语的自主性提高了；（ 2)通过导学案的使用，学生形成了良好的学习习惯；（ 3) 导学案的实施可以提高师生的合作能力； （ 4 ) 导学案使英语教学效率提高了 。 然 而，作者发现导学案在应用的过程中还存在以下三个问题：（ 1) 一些老师习惯了 运用传统的教学模式，他们的教学观念还有待提高；（ 2)导学案的质量有待提高； (3)在应用导学案的过程中教师很难把握课堂的时间。 最后，作者对导学案提出了一些建议：（ 1)导学案的设计和编写要更加科学； (2)老师应该关注学生的实际情况；（ 3)必要的时候教师应该允许学生参与学 案的设计

21、和编写。 关 键 词 ：导学案，建构主义，人本主义，英语教学，初中生 Contents Acknowledgements i Abstract iii 摘 要 V Chapter 1 Introduction 1 1.1 Research background 1 1.2 The Significance of the Research 2 1.3 The Structure of the Thesis 3 Chapter 2 Literature Review 4 2.1 The Theoretical Basis of Learning-plan guided teaching and L

22、earning Method 4 2.1.1 Constructivism Learning Theory 4 2.1.2 Humanism Learning Theory 6 2.2 An Introduction to the Learning-plan Guided Teaching and Learning Method 7 2.2.1 The Concept of Learning Plan 7 2.2.2 The Implementation Procedures of the Learning-plan Guided Teaching and Learning Method 9

23、2.2.3 Chief Characteristics of the Learning-plan Guided Teaching and Learning Method 11 Chapter 3 Research Design 12 3.1 The Research Questions and Subjects 12 3.2 The Research Instruments 13 3.2.1 Questionnaire 13 3.2.2 Interview 13 3.2.3 Classroom Observation 13 3.3 The Research Procedures 14 Chap

24、ter 4 Results and Discussion 15 4.1 The Results and Discussion of Questionnaire for Students 15 4.1.1 Students5 Comments on Learning Plan and Their Interest in Learning English 15 4.1.2 Students5 Autonomous Learning Ability, Learning Habits and Cooperative Learning 18 4.1.3 Students Learning Efficie

25、ncy and the Teachers Performance in Students eyes 21 4.2 The Results and Discussion of Questionnaire for Teachers 23 4.2.1 Teachers Comments on Learning-plan guided teaching and Learning Method 23 4.2.2 Students Performance in Teachers Eyes 25 4.2.3 Teachers Cooperative Ability and Their Performance

26、 27 4.3 The Results and Discussion of Interviews 29 4.3.1 Interview with Students 29 43.2 Interview with Teachers 31 4.4 The Results and Discussion of Classroom Observation 33 Chapter 5 Conclusion 35 5.1 Major Findings 35 5.2 Limitations of the Present Study 37 5.3 Suggestions 37 5.3.1 Suggestions f

27、or English Teaching 37 5.3.2 Suggestions for Further Study 38 Bibliography 40 Appendixes 42 Appendix 1 42 Appendix 2 45 Appendix 3 48 Appendix 4 51 Appendix 5 52 攻读硕士学位期间科研成果 53 Chapter 1 Introduction Chapter 1 Introduction This chapter contains following sections: research background, the significa

28、nce of the research and the structure of the research. LI Research background NCM Curriculum Standard states that the task of English curriculum in elementary education is to cultivate students5 learning interest, to help students build good learning habits, to form their effective learning strategi

29、es and to develop their ability of learning autonomy. This requires that educators/teachers have to change our traditional teaching model from “cramming teaching” to “students-centered teaching” ； students ought to change their traditional learning model from “being given to “discovering on their Th

30、ere is still a big gap between the current teaching situation and the requirement of new curriculum standard. The traditional cramming teaching model is still dominant in most middle schools. It puts too much emphasis on accepted learning and mechanical memorizing and practicing. This traditional te

31、aching model causes students to lose interest in English learning and devoid of their learning autonomy and participation. This urgently requires English teachers to explore an effective teaching method to cultivate student learning autonomy and improve teaching and learning efficiency. After a long

32、 time of persuit by some experts and teachers, some new teaching methods were carried out, among which learning-plan guided teaching and learning method is very popular one. It aims to improve students ability of autonomous learning, autonomous exploration with the help of learning plan and teachers

33、, guidance. The learning-plan guided teaching and learning method was put forward on the basis of Constructivism Learning Theory and Humanism Learning Theory. Since the late of 1990s, Constructivism has been dominant in the field of language education. Constructivism is not only a philosophy of lear

34、ning but also a theory to guide people how to learn a language* Constructivists advocate that learning should be learner-centered under the guidance of teacher rather than teacher-dominated. Constructivism places an emphasis on students active exploration and search for knowledge and the meaningful

35、construction of what you have learned. Piaget (1972) 陕西师范火学硕士学位论文 pointed out that the factors determining cognitive development are neither external factors nor internal ones, but the interaction between the individual and his or her environment. As Dewey (1897) pointed out that the teacher is not

36、in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influence. Dewey also argues that education and learning are social and inte

37、ractive processes. In addition, he believed that students become successful in an environment where they are allowed to get involved in learning and all students should have the opportunity to take part in their own learning. Learning Plan came into being in China in the latel990s. In 1997, Jinhua N

38、o.l middle school in Zhejiang province of China firstly proposed the concept of “Learning plans which is compared to the concept of teaching plans to hdp students learning, and named the corresponding method uLeaming-plan method. Then it has been widely used, especially in some middle schools in Sha

39、ndong, Guangdong, Hubei and Beijing. In recent years, with the update of the progressive education theory and the promotion of the curriculum refomi, researchers and teachers have performed a lot of studies on the learning-plan guided teaching and learning method. 1.2 The Significance of the Researc

40、h The learning-plan guided teaching and learning method has increasingly attracted researchers and teachers attention since it was put forward. By far, this teaching and learning method has been put into practice in more and more Chinese middle schools, and their students have been benefited a lot.

41、It shows that the learning-plan guided teaching and learning method has a great prospect. Wu Yongjun(2011) pointed out that the learning-plan guided teaching and learning method not only conforms to the law of teaching and learning, but also accords with the demands for education of our country and

42、the Curriculum Reform. And it should be one of the directions of the reform in classroom teaching in future. In this investigation, the author carry out a study of the application of learning-plan guided teaching and learning method in junior middle school, which selects Luohu foreign language schoo

43、l in Shenzhen as a case. The purpose of the study is to find out what effects the learning-plan guided teaching and learning method exerts on the 2 Chapter 1 Introduction English teaching and learning and to make better use of learning plan so as to improve the English teaching and learning efficien

44、cy. There are three questions to be solved in this investigation: (1) what are the students and teachers comments on the learning-plan guided teaching and learning method? (2) What effects does the learning-plan guided teaching and learning method exert on the English teaching and learning? (3) Are

45、there any major problems existing in the process the application of this method? This study is significant for English teachers having a further understanding on and making better use of the learning-plan guided teaching and learning method in English teaching. 13 The Structure of the Thesis The the

46、sis can be divided into five parts. Part one is the introduction part, including research background, the significance of the research and the structure of thevithesis. Part two is the literature review, which contains theoretical basis of learning-plan guided teaching and learning method and an introduction to the learning-plan guided teaching and learning method. In the theoretical bases part, the Constructivism Learning Theory and the Humanism Learning Theory are presented. Part three is the research design, in which research questions, sub