發(fā)布時(shí)間：2018-03-30 00:00

  本文選題：初中生　切入點(diǎn)：英語(yǔ)課堂沉默　出處：《吉林師范大學(xué)》2015年碩士論文

【摘要】：中學(xué)英語(yǔ)課堂沉默已成為一種普遍現(xiàn)象一直是英語(yǔ)教師應(yīng)對(duì)的棘手的問(wèn)題。在英語(yǔ)課堂師生互動(dòng)中,總有些學(xué)生選擇沉默。這不僅影響老師課堂教學(xué)的順利進(jìn)行,也會(huì)妨礙學(xué)生獲取知識(shí),影響學(xué)生口語(yǔ)能力和交流能力的提高,也影響課堂教學(xué)的提高及英語(yǔ)教學(xué)的質(zhì)量。2011年的英語(yǔ)課程標(biāo)準(zhǔn)繼續(xù)強(qiáng)調(diào)了學(xué)生在課堂中的主體地位,改變了傳統(tǒng)的以教師為主的課堂,新課程標(biāo)準(zhǔn)倡導(dǎo)實(shí)踐、參與、體驗(yàn)、合作與交流的學(xué)習(xí)模式。因此,本研究試圖探討以下問(wèn)題:初中生英語(yǔ)課堂是否存在課堂沉默現(xiàn)象;影響沉默現(xiàn)象的因素有哪些;制定出的可行性策略是否能有效緩解中學(xué)生英語(yǔ)課堂沉默現(xiàn)象。本研究將采用行動(dòng)研究的研究方法,通過(guò)發(fā)現(xiàn)問(wèn)題,進(jìn)行初步調(diào)查分析,進(jìn)而制定行動(dòng)研究方案并實(shí)施,最后通過(guò)數(shù)據(jù)的收集與分析,來(lái)驗(yàn)證假設(shè)并及時(shí)反思。筆者采用了問(wèn)卷調(diào)查、訪談和課堂觀察的方法,以筆者所教班級(jí)的58名學(xué)生作為研究對(duì)象,研究時(shí)間為一個(gè)學(xué)期,共計(jì)18周,調(diào)查研究數(shù)據(jù)通過(guò)SPSS16.0統(tǒng)計(jì)進(jìn)行分析。研究結(jié)果表明:初中學(xué)生在英語(yǔ)課堂上確實(shí)存在沉默現(xiàn)象并受教師、學(xué)生自身、課堂環(huán)境的三維因素影響;相應(yīng)策略的實(shí)施對(duì)改善課堂沉默起到了一定的效果,但影響程度不盡相同,其中,對(duì)學(xué)生自身情感以及課堂氣氛的影響程度最大,而對(duì)學(xué)生的學(xué)習(xí)動(dòng)機(jī)影響程度較小。針對(duì)研究中發(fā)現(xiàn)的問(wèn)題,筆者認(rèn)為要緩解初中生英語(yǔ)課堂沉默現(xiàn)象需要師生的共同努力。首先,從學(xué)生自身來(lái)說(shuō),學(xué)生應(yīng)該改變以往的錯(cuò)誤觀念和不正確的自我認(rèn)識(shí)與評(píng)價(jià),增加自信心,樹(shù)立正確的學(xué)習(xí)動(dòng)機(jī)。其次,教師應(yīng)該改善課堂提問(wèn)方式并完善評(píng)價(jià)反饋,建立良好的師生關(guān)系,同時(shí)根據(jù)教學(xué)內(nèi)容設(shè)計(jì)出豐富多彩的課堂活動(dòng),激發(fā)學(xué)生的學(xué)習(xí)興趣;最后,師生齊心協(xié)力,為構(gòu)建輕松、活潑、和諧的課堂而共同努力,真正做到有效緩解學(xué)生的課堂沉默現(xiàn)象。
[Abstract]:Middle school English classroom silence has become a common phenomenon for English teachers to cope with. In the interaction between teachers and students, some students always choose silence. This not only affects the smooth progress of teacher's classroom teaching. It also hinders the acquisition of knowledge, affects the improvement of students' oral and communication abilities, and also affects the improvement of classroom teaching and the quality of English teaching. The 2011 English Curriculum Standards continue to emphasize the dominant position of students in the classroom. It has changed the traditional teacher-oriented classroom, and the new curriculum standard advocates the learning mode of practice, participation, experience, cooperation and communication. Therefore, this study attempts to explore the following questions: whether there is classroom silence in English classroom for junior middle school students; What are the factors that influence silencing phenomenon, and whether the feasibility strategy can effectively alleviate the phenomenon of middle school students' English classroom silence? this study will adopt the method of action research and carry out preliminary investigation and analysis by finding problems. Finally, through the collection and analysis of data to verify the hypothesis and reflect on it in time. The author adopts the methods of questionnaire, interview and classroom observation. Taking 58 students of the class taught by the author as the research object, the research time is one semester, a total of 18 weeks. The research data are analyzed by SPSS16.0 statistics. The results show that the phenomenon of silence does exist in the middle school students' English classroom and is influenced by the three dimensional factors of teachers, students themselves and classroom environment. The implementation of the corresponding strategies has a certain effect on improving classroom silence, but the degree of influence is different, among which, the influence on students' own emotion and classroom atmosphere is the greatest. In view of the problems found in the study, the author thinks that to alleviate the phenomenon of English classroom silence among junior high school students, it is necessary to make joint efforts of teachers and students. First of all, from the perspective of the students themselves, Students should change their previous misconceptions and incorrect self-knowledge and evaluation, increase their self-confidence and set up correct learning motivation. Secondly, teachers should improve the way of questioning in class and perfect the feedback of evaluation, so as to establish a good teacher-student relationship. At the same time, according to the teaching content, we design rich and colorful classroom activities to stimulate students' interest in learning. Finally, teachers and students make concerted efforts to build a relaxed, lively and harmonious classroom. To effectively alleviate the phenomenon of classroom silence.
【學(xué)位授予單位】：吉林師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.41

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