本文選題：有效教學(xué)　切入點(diǎn)：課堂活動　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：為了使高等學(xué)校非英語專業(yè)畢業(yè)生能夠在工作和社會交往中用英語有效地進(jìn)行口頭和書面的信息交流,大學(xué)英語課堂開始普遍增設(shè)課堂活動環(huán)節(jié)以鍛煉學(xué)生的口語表達(dá)能力與自主學(xué)習(xí)能力。事實(shí)上,現(xiàn)代教育技術(shù)的迅猛發(fā)展為英語課堂活動模式改革提供了契機(jī),當(dāng)下大學(xué)英語課堂借助多媒體設(shè)備進(jìn)行展示的課堂活動越來越受廣大師生的追捧。但是隨著課堂展示活動的開展,眾多學(xué)者發(fā)現(xiàn)并不是所有的課堂展示都會得到有效的結(jié)果。目前課堂展示活動及其有效性的相關(guān)研究主要集中在課堂展示技巧、輔助工具、評估方式或探討教師指導(dǎo)與課堂展示活動的關(guān)系等方面,雖有學(xué)者對課堂展示存在的問題進(jìn)行分析并提出建議,但對于課堂展示有效性進(jìn)行系統(tǒng)研究的書籍和論文寥寥無幾。并且前人的研究主要針對小學(xué)生、高中生、英語專業(yè)和高職院校的學(xué)生,卻鮮少有人對大學(xué)英語課堂展示活動的有效性做過深入、全面的調(diào)查研究。因此,筆者將有效教學(xué)理論與大學(xué)英語課堂展示相結(jié)合,通過對大學(xué)英語課堂展示活動各個環(huán)節(jié)的有效性進(jìn)行全面調(diào)查研究,系統(tǒng)地探究課堂展示活動中存在的問題以及這些問題產(chǎn)生的根源,并提出相應(yīng)的改進(jìn)或解決方案,期望為今后的大學(xué)英語課堂展示活動的有效開展提供切實(shí)可行的建議和借鑒。本研究運(yùn)用問卷調(diào)查、課堂觀察、評價量表和訪談等工具對山東師范大學(xué)非英語專業(yè)2015級電子信息工程、公共管理、經(jīng)濟(jì)學(xué)和法學(xué)等專業(yè)共四個班44次課堂展示活動進(jìn)行研究,主要回答三個問題:1)大學(xué)英語課堂展示活動中存在的問題以及產(chǎn)生問題的原因;2)大學(xué)英語課堂展示活動各環(huán)節(jié)的有效性現(xiàn)狀;3)如何提高大學(xué)英語課堂展示活動有效性。通過SPSS22.0進(jìn)行的問卷與評價量表數(shù)據(jù)分析,以及課堂觀察與訪談數(shù)據(jù)的描述性分析得出以下研究發(fā)現(xiàn):1)大學(xué)英語課堂展示的問題存在于:學(xué)生與教師對有效的課堂展示的認(rèn)知不足,教師對設(shè)計(jì)與展示PPT的指導(dǎo)不足,以及學(xué)生在準(zhǔn)備PPT與進(jìn)行PPT課堂展示時的表現(xiàn)不佳。2)展示者在選題調(diào)查、展示目標(biāo)、標(biāo)題選擇、限定時間的安排、詞匯與結(jié)構(gòu)等方面的表現(xiàn)有效性較高。低分組在“獨(dú)特的觀點(diǎn)”方面表現(xiàn)的有效性比高分組要高,但其他各方面高分組的有效性均比低分組高。高分組與低分組均在眼神交流、肢體語言運(yùn)用、展示內(nèi)容結(jié)構(gòu)條理和脫稿方面表現(xiàn)有效性較低。3)針對以上問題,學(xué)生需要提高選擇展示材料的技巧,掌握課堂展示技巧,并學(xué)習(xí)社交與情感技能;大學(xué)英語教師應(yīng)當(dāng)全面指導(dǎo)學(xué)生設(shè)計(jì)與展示PPT,并引導(dǎo)學(xué)生提高獨(dú)立思考與批判性思維能力。最后,筆者指出以上研究發(fā)現(xiàn)對于提高大學(xué)英語課堂展示有效性的教學(xué)啟示。并指明本研究的不足與對未來研究的相關(guān)建議。
[Abstract]:In order to enable non-English major graduates of colleges and universities to communicate effectively in English, both oral and written, in their work and social interaction, College English classroom has generally added classroom activity links to improve students' oral expression and autonomous learning ability. In fact, the rapid development of modern educational technology has provided an opportunity for the reform of English classroom activity model. Nowadays, college English classroom displays with multimedia devices, which are more and more popular among teachers and students. However, with the development of classroom display activities, Many scholars have found that not all classroom presentations will yield effective results. At present, researches on classroom presentation activities and their effectiveness are mainly focused on classroom presentation techniques and auxiliary tools. The evaluation methods or the relationship between teachers' guidance and classroom display activities are discussed, although some scholars analyze the problems existing in classroom presentations and put forward some suggestions. However, there are very few books and papers on the effectiveness of classroom presentations, and previous studies have focused on pupils, high school students, English majors and students in higher vocational schools. However, few people have made a thorough and comprehensive investigation and study on the effectiveness of college English classroom display activities. Therefore, the author combines the effective teaching theory with the college English classroom presentation. Through a comprehensive investigation and study on the effectiveness of various aspects of college English classroom presentation activities, this paper systematically explores the existing problems and the root causes of these problems, and puts forward corresponding improvement or solutions. The purpose of this study is to provide practical suggestions and lessons for the effective development of college English classroom presentation activities in the future. The evaluation scale and interview tools were used to study 44 class presentations in four classes, including Electronic Information Engineering, Public Administration, Economics and Law, in 2015 for non-English majors in Shandong normal University. Main answers to three questions: 1) the problems in College English classroom presentation and the causes of the problems 2) the present situation of the effectiveness of College English classroom presentation activities 3) how to improve College English classroom presentation activities. Validity. Data analysis of questionnaire and evaluation scale by SPSS22.0, Based on the descriptive analysis of classroom observation and interview data, the following findings are as follows: (1) the problems of college English classroom presentation are that students and teachers have insufficient knowledge of effective classroom presentation, and teachers' guidance in designing and displaying PPT is insufficient. And the students' poor performance in preparing for PPT and PPT class presentation. 2) the subjects were investigated, the objectives of the presentation, the choice of the title, the arrangement of the limited time, In terms of vocabulary and structure, the effectiveness of the low group was higher than that of the high score group, but that of the high score group was higher than that of the low score group. Both the high score group and the low score group were making eye contact. In view of the above problems, students need to improve the skills of selecting display materials, master classroom presentation skills, and learn social and emotional skills; College English teachers should guide students to design and display PPTs, and guide students to improve their ability of independent thinking and critical thinking. Finally, The author points out the implications of the above findings for improving the effectiveness of college English classroom presentation, and points out the shortcomings of this study and the relevant suggestions for future research.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

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