發(fā)布時間：2018-03-18 08:16

  本文選題：小初英語　切入點：教學銜接　出處：《華中師范大學》2015年碩士論文　論文類型：學位論文

【摘要】：小初的英語老師在前后的教學質量,直接影響了小初生英語水平的高低,現在許多學生進入初中后,英語學習成績與小學階段的成績有很大的差距,這主要是由于小初的英語老師在前后銜接不當而導致的結果。因此,怎樣做好小初階段的銜接工作,加強教學質量是英語教師勢在必行的工作目標,這不僅有利于提高學生對英語學習的熱情,還有利于減少小初英語成績的差距。本文采取了多種研究方法來探討小初英語教學的銜接問題,比如文獻分析、問卷調查以及訪談等。其中,在深圳寶安區(qū)的小學和初中兩所學校分別選取了六年級的學生還有初一的學生來進行調查問卷,經過研究發(fā)現初中一年級的學生,在學習英語的時候,在興趣濃厚和情感方面,以及學習適應能力和自主學習方面存在一些問題。初中學生在學習英語方面,培養(yǎng)濃厚的學習興趣、擁有良好的學習習慣和行為,這些影響都與小初英語的教學銜接程度密不可分的。銜接的不好就會出現許多問題,在訪談多位小初的英語老師后,發(fā)現主要是由于小學英語地位低、教材和教法不相符、沒有充分考慮教學對象以及環(huán)境的影響等造成的結果。所以這也是本文研究的方向,相應解決的方法如下：首先在小學階段提高英語課的地位,并且將小學與初中階段的英語教材統(tǒng)一系列；其次,小初英語老師提高的課堂英語的教學方法和質量,并且采取多元的方式來進行評價；最后,建立并完善小初英語老師之間相互教學溝通的機制,還應注重小初學生在這一階段除了智力方面的銜接問題。本文主要是針對小初英語的銜接問題進行探討,這不僅能夠引起眾位教師對小初銜接問題的高度關注,還有利于英語教師在接下來的教學過程中不斷的提高質量,減少小初學生英語的差距,并且對小初英語教師銜接工作的完成具有重要意義。理論上有助于小初教師研究學生的學習效率和其教學質量的提高；實踐上有助于課程研發(fā)者加強對銜接問題的關注,還有利于引起小初英語教師對銜接工作的重視。
[Abstract]:The quality of English teaching before and after primary school English teachers has a direct impact on the level of primary English. Now that many students have entered junior middle school, there is a big gap between their English learning achievements and their grades in primary school. This is mainly due to the improper cohesion of English teachers in junior high school. Therefore, it is imperative for English teachers to do a good job of cohesion and improve the quality of teaching. This is not only conducive to improving students' enthusiasm for English learning, but also helps to reduce the gap between junior high school English achievements. This paper adopts various research methods to explore the cohesion of primary school English teaching, such as literature analysis. Questionnaires and interviews. Among them, two primary and junior high schools in Baoan District of Shenzhen selected students from grade 6 and junior high school respectively to carry out the questionnaire. Through the research, it was found that the students in grade one of junior high school were in the first grade of junior high school. When learning English, there are some problems in interest and emotion, as well as learning adaptability and autonomous learning. Junior middle school students develop strong interest in learning English, have good learning habits and behaviors. These effects are closely related to the degree of cohesion in primary English teaching. A lot of problems will arise when the cohesion is not good. After interviewing many junior English teachers, it is found that the primary school English status is low, and the teaching materials and teaching methods are not in line with each other. This is also the direction of this study. The corresponding solutions are as follows: first of all, in the primary school stage to improve the status of English classes, And the primary school and junior high school English teaching materials are unified series; secondly, the primary English teachers improve the teaching methods and quality of classroom English, and take multiple ways to evaluate; finally, In order to establish and perfect the mechanism of teaching and communication among junior English teachers, we should also pay attention to the cohesion of junior high school students in addition to their intelligence at this stage. This will not only arouse many teachers' attention to the problem of junior middle school cohesion, but also help English teachers to improve their quality and reduce the gap between junior high school students and students in the next teaching process. It is of great significance to the completion of the cohesion work of junior English teachers. Theoretically, it is helpful for junior high school teachers to study students' learning efficiency and improve their teaching quality. In practice, it is helpful for curriculum developers to pay more attention to the problem of cohesion. It also helps to arouse the attention of junior English teachers to cohesion.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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本文編號：1628735