教育硕士论文基本样本2.docx
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教育硕士论文基本样本2.docx
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教育硕士论文基本样本2
分类号G633.41
密级
学号J27203
教育硕士学位论文
题目通过任务型阅读活动提高初中生英语阅读能力
作 者 姓 名XXX
指导教师姓名吕敏宏副教授
学 科 类 别学科教学(英语)
提 交 日 期二○一一年三月
AStudyonUsingTask-basedReadingActivities
forImprovingJuniorEnglishReadingAbility
By
GeYuhang
AThesis
SubmittedtotheFacultyoftheCollegeofForeignLanguages
InPartialFulfillmentoftheRequirementsfortheDegreeof
MasterofEducationinEnglishTeaching
ShaanxiNormalUniversity
September,2010
学位论文独创性声明
本人声明所呈交的学位论文是我个人在导师指导下进行的研究工作及取得的研究成果。
尽我所知,除了文中已经注明引用的内容外,论文中不包含其他人已经发表或撰写过的研究成果,也不包含为陕西师范大学或其它教育机构的学位或证书而使用过的材料。
与我一同工作的同志对本研究所做的任何贡献均已在论文中作了明确的说明并表示了谢意。
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Abstract
Readingplaysanimportantroleinhumancommunication.Itisoneofthemostefficientsourcestogetinformation.Ascomprehensionabilityisthemostimportantabilityinreading,andreadingcomprehensionitemsmakealargeportioninthehighschoolentranceexamination.Thus,teachingEnglishreadingtoimprovethestudents’readingcomprehensionabilityisoneofthemajorconcernsinjuniorschoolEnglishteaching.
TheEnglishCurriculumStandardsissuedbyChina’sEducationMinistry(2001)advocatetask-basedapproachinjuniorschoolEnglishlanguageteaching.Itexplicitlypointsoutthatcarryingoutthetask-basedteachingapproachmayfacilitatethedevelopmentofthestudents’comprehensiveabilitiesoflanguageuse.
WiththeadvocacyofthenewCurriculum,theteachingofEnglishreadinginChineseschoolshasbeenimproved.However,thereadingclassesarestillteacher-centeredinmanyschools.Theteachermainlyexplainslanguagepointsandsentencestructures,whereasthestudentssimplymemorizenewwords,learnlanguagepoints,andrememberthegrammaticalrules.Whendoingreadingexercises,somestudentsarejustsatisfiedwiththeliteralcomprehensionofthepassageandneglecttheinferentialandcriticalcomprehension.Assuchkindoflearningisratherpassiveandmanystudentsarelackingintheknowledgeofreadingskillsandstrategies,theirinterestinEnglishreadingislostgradually.
Thisthesisattemptstoinvestigatewhethertask-basedteachingactivitieshaveimpactonimprovingtheJuniorhighschoolstudents’readingcomprehensionability,andwhethertask-basedteachingactivitiescanfacilitatethestudents’useofreadingstrategies.
Thecomparisonbetweenthesubjectperformancesinthetworeadingtestsintheexperimentalclassandthecomparisonbetweenthereadingperformancesofthesubjectsintheotherclassesillustratethatthesubjectswhohadtakentask-basedteachingtrainingimprovedtheirscoresofEnglishreadingcomprehension.Theresearchresultssuggestthattask-basedteachingactivitieshavepositiveimpactonimprovingjuniorschoolstudents’readingcomprehensionabilitiesandfacilitatethestudents’activeuseofreadingskillsandstrategies.Inaddition,task-basedteachingwasprovedtobehelpfultostimulatingthestudents’interestandevokingtheirenthusiasmforlearning.
KeyWord:
Task-basedLanguageTeachingandLearning,ReadingComprehension,Task-basedReading,Taskdesign.
摘要
阅读在人类的交际中起着重要的角色,它是获取信息最有效的手段之一。
因为阅读理解能力在阅读中是最重要的能力,并且阅读理解在中考中占有很大的分值。
因此,为了提高学生阅读理解能力,训练英语阅读能力是初中英语教学的焦点之一。
中国教育部在2001年颁布的英语课程标准中提倡在初中英语语言教学中运用任务型教学方法,它指出进行任务型教学方法可能会促进学生语言使用、理解能力的发展。
在中国,随着新课程的倡导,中学英语阅读教学质量得到了显著的提高。
然而,在许多学校,阅读课堂依然以老师为中心。
老师主要解释语言点和句子结构,学生只是简单记忆新词,学习语言点和语法规则。
在做阅读练习时,一些学生只满足于文章字面上的理解而忽视推理和判断的理解。
如此的一种学习方法是相当消极的,许多学生都缺乏阅读的技能和策略,其英语阅读的兴趣呈现出明显的衰退趋势。
本论文意在调查任务型教学活动是否可以提高初中生英语阅读理解能力,任务型教学活动是否能够促进学生阅读策略的培养和形成,以及如何有效进行任务型教学活动以帮助学生形成并运用英语阅读策略。
通过比较实验班中的两组阅读测试和其他班级阅读测试,表明接受任务型教学训练的学生在英语阅读理解中能有效地提高考试成绩。
研究结果显示任务型教学活动在初中生提高阅读理解能力方面有积极的作用,并且可以促进学生积极使用英语阅读理解的技能和技巧。
除此以外,实验证实任务型教学对激发学生的学习兴趣和唤醒他们的学习热情有一定帮助。
关键词:
任务性语言教学,阅读理解,任务型阅读,任务设计。
CONTENTS
Chapter1Introduction1
1.Theneedofsociety1
2.GeneralsituationofEnglishTeachinginJuniorSchoolinChina2
3.Thepurposeandsignificanceofthestudy3
Chapter2LiteratureReview5
2.1ResearchesofTask-basededucationabroad5
2.2ResearchesofTask-basededucationinChina8
Chapter3ExperimentDesignanddatacollection11
3.1GoaloftheExperiment:
11
3.2subjectsoftheExperiment:
11
3.3Thevalidityandcredibilityofthetest11
3.4Experimentalmethod.12
3.5Tasksemployedintheexperiment12
3.5.1Before-classTasks12
3.5.2In-classTasks15
3.5.3After-classTasks16
Chapter4DataAnalysis18
4.1Researchresult18
4.2Rethinkingoftheexperiment:
20
4.2.1TheadvantageofusingTask-basedLanguageTeaching:
20
4.2.2Problemsintheexperiment21
Chapter5Conclusion23
5.2Limitation24
5.3Theprospectsoftask-basedteaching25
Bibliography36
攻读学位期间的研究成果37
Chapter1Introduction
Whenthecommunicationteachingtheorywassetup,themaintargetoflanguageteachingwastodeveloplearners’communicativeabilitiesbyusingthetargetlanguage.Butteachershaddifferentopinionsonhowtodeveloptheirlanguageabilities.Sotheyhadthedifferentteachingmethodsinclass,andtheteachingmodelsweredifferent.TBLT(task-basedlanguageteaching)wasalanguageteachingmethodthatwaspopularin1980s.Itencouragesstudentstolearnsomethingbydoingsomething---learnerslearnlanguagesbyfinishingthetasks.Theclassisinteractive.Inordertofinishthetasks,learnerstrytheirbesttosolvetheproblemsthattheywouldhave.Inthiswaythelearnerslearnalanguagepositively.
1.1Theneedofsociety
Inearly1970sEuropeanEconomicCommunityhasbeenfounded.GraduallythememberoftheEEChasincreasedandeachcountrypaidmoreattentiontotechnologyandscience,culture,educationapartfrompoliticalandmilitaryaffairs.Duringthemoreandmorecommunication,thememberofeachcountrydeeplyfeltthattherewerebigproblemsintheircommunicationlanguages.In1950sitwasverypopularaboutlisteningandspeakingteaching,butpeopleneglectedtodevelopcommunicationduringtheirteaching.Asforthelearners,itisimportantforthemtoenhancethecommunicationabilityduringtheEnglishteaching.ThereforeE.E.Ccommitteegaveanimportantsuggestionthatwecanuseunit-creditduringthelanguageteaching.Theunit-creditisthatwecandividethecontentoftheunitsintosmallunits,andeverysmallunitaimedatoneofthestudentsneed,andthereareconnectionsineachunit.Firstlyallofthestudentsstudythekeypartofthelanguage,andthentheycanchoosetolearndifferentpartaccordingtotheirowninterest.TheEnglishlinguist(Wilkins,D.A.1972)hasanalyzedthecommunicationsthatlearnersunderstoodandexpressed,anditbecamethebasisofNotionalSyllabuses.
.
Wilkins,D.Ahasatrytodescribetheinsidecorrelationofthelanguagecommunication,insteadofwords,andgrammar.Hedescribestwoparts:
notionalandfunction.Notionalisconception,thought,e.g.time,order,frequencyandsoon.Functionistheexpressionofconception,e.g.requesting,asking,refusing,andcomplaining,andsoon.Inshort,inafunction-nationalclass,teachersorganizethecontentofthelanguageteachingaccordingtothestudent’sneedsinlife.In1976,Wilkins,D.ApresentedtheNotionalSyllabuses.Andthebookhasgreatlyinfluencedthecommunicationteaching.
1.2GeneralsituationofEnglishTeachinginJuniorSchoolinChina
In21stcentury,itisatimeofinformation.Englishplaysanimportantroleintheworld.WhenChinajoinedWTO,itisimportantforusChinesetolearnEnglishanditisthehightimewereformourforeignlanguageteachingsystem.Gradually,peoplethinkthetraditionalteachingisnotsuitableforthesociety,neitherforthestudents.TeachinginChinahasbeenexam-oriented.Althoughwecallforeducationreformformanyyears,itisstillhardtochangethetraditionalteachingmethod.InChina,itisapopularideathatthestudents’taskistodomoreexercises,recitemorewordsandsentencepatterns,theteachers’istoexplainthelanguagepointsasclearlyaspossibleandtheschool’sistoraisetherateoftheentrancingexams.Thusstudentscan’tshakeofftheburdenofexams.Somestudentscan’tspeakEnglish,theycanonlyobtainhighmarksinexams,buttheycan’tuselanguagefreelyasatoolofcommunication.
Intheiropinion,teachersgetamasteryofthelanguageforthefirstplace,fromwordstosentencesandtogrammarrules,andthenpouralloftheyknowtotheirstudents,becausetheythinkthatiftheyteachtheirstudentsmoreandmoreknowledgeofthelanguage,theirstudentswillautomaticallyimprovetheirEnglishlevelgreatlyandquickly.ItseemsthattheteacherswellforgetthepopularsayinginChinawhichsays“It’sbettertoteachapersonhowtofishratherthangivehimafish.”Theydeprivedtheirstudents’interestinfishing,butjustdutifullygivetheirstudentsfishuntilonedaytheyfindthattheirstudentsaretotallytiredofthesefishandhavelostinterestineatingthesefish.What’smore,teachersandparentalwaysfocusonstudents’marksinexams.Theyholdthatscopeofknowledgeastudenthavemeanshismarkinanexam.Asaresult,ifstudentsgethighmarks,teachersandparentswillbehappy.Besides,teachersinChinaneglectelasticityinteaching.Whetherstudentsareincityorvillage,whetherthestudentshavehighmarksorpoormarks,theyhavetousethesameunifiedoutline,textbooks,thesamestandard,andthesameexam,buttheteachingmethodcanbeslightlyaltered.Ifweonlyfocusunityinteaching,itwillholdbackthestudent’sdevelopmentandaffecttheteachers’teachingquality.Inaddition,most
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