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学生视野关照下的校本读写课程的开发

作　者: 朱娇敏
导　师: 吴宗杰
学　校: 浙江大学
专　业: 学科教学
关键词: 新读写课程喜好和态度批判性思维教师发展教师信念教学能力
分类号: H319
类　型: 硕士论文
年　份: 2008年
下　载: 7次
引　用: 0次
阅　读: 论文下载

内容摘要

基于对现实英语教学及学习的困惑,本文试图寻求如何把英语学习变成一个有意义的愉快的学习过程的一种见解。本文作者和两位同事共同为高一学生开设了一门基辅英语读写课,参加的学生通过电脑和网络搜集资料,交流信息,用多媒体创作和发表,从而锻炼新的英语读写技能。在现实教学中,作者目睹广大英语教师按部就班地“教授”着教科书。语言教学被各种规则束缚着。与传统英语教学不同的是网络资源各种鲜活的文本,明确的交流创作目标为外语交流提供了理想的环境。本研究的另一个目的是探索在行动研究及反思性教学中教师对课程开发、教学理念及教学能力的变化。本研究以行动研究的形式,运用学习动机和课程发展理论来研究基辅读写课程的开发过程。研究数据主要来自作者的参与性观察、课后访谈,以及课程参与者的课后反思报告。本文运用阐释性的定性研究方法,主要调查结果概述如下：该基辅读写课程促进了教师发展。也就是说,它能很好地促进英语教师基辅教学能力的个人的发展。通过开发此门课程,教师形成有别于传统意义上有关于课程、教学理念。这项创造性的实践使得参与者形成了对于学习者、学习和教师的新信念。他们意识到学习者是教师的伙伴和知识的探索者；学习是一项积极的知识构建过程,而不是被动接受知识的过程。教师扮演着多重角色,如需求分析者、课程开发者、辅助者和“个人”等。同时参与的教师在教学法、教学活动、教学材料、工具、教学能力方面也取得了很大进步。在这为期一年的读写课程实施中,参与的学生碰到很多困难,同时也经历了由现代科技辅助的语言学习方式。他们惊喜地发现互联网可以为他们搭建搜集资料和交流的平台。曾被认为令人头痛的英语可以作为他们表达思想、交流情感的工具。多媒体为学生提供了体验新学习策略、用英语创作和发表的机会。对学生而言最大的收获可能在于合作学习过程中产生的自信心。通过自主研究,学生们最大限度地发挥了他们利用网络资源和英语的学习潜力。

全文目录

Acknowledgements  6-7
Abstract  7-9
内容摘要  9-11
Chapter One-Introduction  11-14
  1. The Origin of the study  11-12
  2. Aim and Rational of the Thesis  12-13
  3. The Structure of the Thesis  13-14
Chapter Two-Theories of Learner's Motivation in Foreign Language Learning  14-20
  1. Definition of Motivation  14
  2. Instrumental Motivation and Integrative Motivation  14-16
  3. Self-Determination Theory  16
  4. A Social Constructive View on Motivation  16-17
  5. The Importance of Motivation in Foreign Language Learning  17-18
  6. Students' Perceptions of the Teacher and Foreign language Learning Motivation  18-19
  7. Summary  19-20
Chapter Three-Curriculum Development  20-27
  1. Definition of Curriculum  20
  2. Lerner-Centered Curriculum Development  20-26
    2.1. Introduction  20-21
    2.2 Needs Analysis  21-23
    2.3 Methodology  23-24
    2.4 Evaluation  24-26
  3. Summary  26-27
Chapter 4-Research Methodology  27-32
  1. The nature and purpose of the study  27
  2. The working model for the research  27
  3. Research questions  27
  4. Participants:the learners and the teachers  27-28
  5. Research Design  28-31
    5.1. Action research  28
    5.2. Interpretative qualitative research  28-29
    5.3. Data collection  29-31
      5.3.1. Participant observation  29-30
      5.3.2. Interview  30-31
      5.3.3. End-of-course reflection  31
  6. Data analysis  31-32
Chapter Five-The Research Process:An Attempt to a New Literacy Learning-Computer-assisted Literacy Learning  32-57
  1. Needs analysis  32-34
    1.1. Interviews with the students  33-34
    1.2. The teachers'initial perception about teaching  34
  2. Developing the optional literacy learning program  34-57
    2.1. The origin of the thought to involve computers and the Internet  35
    2.2. An overview of the course  35-57
Chapter Six-Results and Discussions  57-70
  1. Findings in beliefs about learners  57-58
    1.1. Learners as partners  57-58
    1.2. Learners as explorers  58
  2. Findings in beliefs about teachers  58-61
    2.1. Teachers as needs analysts  59
    2.2. Teachers as course developers  59-60
    2.3 Teachers as facilitators  60-61
    2.4. Teachers as individual persons  61
  3. Finding in beliefs about learning  61-63
  4. Teacher and student development in skills related to teaching and learning materials and tools  63-65
    4.1 Material search and research  63-64
    4.2. Email communication and forum/mailing list discussion  64
    4.3 Multimedia presentation skills  64-65
  5. Teacher development in skills related to teaching methods  65-66
    5.1. Classroom management  65-66
    5.2. Face-to-face and online interaction  66
  6. Teacher development in skills related to teaching activities  66-68
    6.1. Learning task design  66-67
    6.2. Group work  67-68
  7. Factors inhibiting the development of the school course  68-70
    7.1. limit problem  68-69
    7.2. Technical difficulties  69-70
Chapter 7-Conclusion  70-71
Bibliography  71-74
Appendix 1:Transcriptions of interviews with students in Senior One  74-76
Appendix 2:List of Quotations from the Interview  76-79
Appendix 3:Scenes outside and inside the computer room on a Saturday afternoon #79■  79-80

学生视野关照下的校本读写课程的开发

内容摘要

全文目录

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