發(fā)布時(shí)間：2018-06-23 04:45

  本文選題：初中英語(yǔ) + 自主學(xué)習(xí)��； 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：在新課程改革背景下,學(xué)生的自主學(xué)習(xí)成為教師和學(xué)者們關(guān)注的重點(diǎn)。而怎么樣在學(xué)校教育的環(huán)境中,即在課堂教學(xué)中有效地培養(yǎng)學(xué)生自主學(xué)習(xí)能力和提高學(xué)生的自主學(xué)習(xí)水平需要我們的不斷探索和思考。本研究在借鑒國(guó)內(nèi)外對(duì)自主學(xué)習(xí)和思維導(dǎo)圖的研究基礎(chǔ)上,以衡陽(yáng)市某中學(xué)的部分初中生為研究對(duì)象,以英語(yǔ)為具體學(xué)科,對(duì)思維導(dǎo)圖在學(xué)生自主學(xué)習(xí)中的應(yīng)用效果進(jìn)行實(shí)驗(yàn)研究。本研究分為五個(gè)部分。前言部分,首先提出了相關(guān)的研究背景,并從開(kāi)展本研究有利于促進(jìn)學(xué)生學(xué)習(xí)方式的優(yōu)化、有利于促進(jìn)學(xué)生的有意義學(xué)習(xí)和有利于促進(jìn)學(xué)生建構(gòu)知識(shí)系統(tǒng)三個(gè)方面闡述了論文的研究意義,并提出本論文采用了文獻(xiàn)研究法、調(diào)查研究法和教育實(shí)驗(yàn)法進(jìn)行研究。第一部分,筆者首先對(duì)自主學(xué)習(xí)和思維導(dǎo)圖的相關(guān)概念和研究?jī)?nèi)容進(jìn)行了梳理。然后筆者進(jìn)行了文獻(xiàn)綜述,對(duì)國(guó)內(nèi)外這一主題的研究現(xiàn)狀進(jìn)行了分析。接著筆者從不同的角度出發(fā),論證了本研究的可行性和必要性。第二部分的內(nèi)容主要是圍繞“思維導(dǎo)圖與學(xué)、教過(guò)程的結(jié)合”這一主題進(jìn)行的相關(guān)分析。首先筆者對(duì)思維導(dǎo)圖在學(xué)生英語(yǔ)自主學(xué)習(xí)前、學(xué)習(xí)中、學(xué)習(xí)后的應(yīng)用進(jìn)行了分析說(shuō)明；之后呈現(xiàn)了一個(gè)課堂案例,詳細(xì)地展示了教師的教學(xué)過(guò)程是如何與思維導(dǎo)圖結(jié)合起來(lái)的。第三部分主要介紹了“運(yùn)用思維導(dǎo)圖提高初中生英語(yǔ)自主學(xué)習(xí)水平”的實(shí)驗(yàn)基本情況,包括研究設(shè)計(jì)、研究過(guò)程。實(shí)驗(yàn)設(shè)計(jì)包括研究目的、研究?jī)?nèi)容、研究對(duì)象、研究方法、研究假設(shè)以及研究數(shù)據(jù)的收集。研究的過(guò)程包括準(zhǔn)備和實(shí)施兩個(gè)階段。第四部分是實(shí)驗(yàn)的結(jié)果分析和討論部分。文章分別從前后測(cè)調(diào)查問(wèn)卷、學(xué)生前后測(cè)成績(jī)分析、訪談數(shù)據(jù)和收集實(shí)物等手段對(duì)實(shí)驗(yàn)結(jié)果進(jìn)行了分析,并從分析中獲得結(jié)論：思維導(dǎo)圖輔助教學(xué)能夠?yàn)樘岣邔W(xué)生的自主學(xué)習(xí)水平提供有效的學(xué)習(xí)策略支持、思維導(dǎo)圖輔助教學(xué)能夠?qū)崿F(xiàn)學(xué)生學(xué)習(xí)質(zhì)量的提高以及思維導(dǎo)圖輔助教學(xué)能夠有效提高學(xué)生的自主學(xué)習(xí)水平。最后提出了我們?cè)诮虒W(xué)中應(yīng)該注意的問(wèn)題。本研究將英語(yǔ)課堂教學(xué)作為提高學(xué)生自主學(xué)習(xí)水平的一個(gè)載體,力圖為初中英語(yǔ)教師在提高學(xué)生英語(yǔ)自主學(xué)習(xí)水平上提供一個(gè)有效的、操作性強(qiáng)的思維導(dǎo)圖輔助教學(xué)思路,以供教師參考。
[Abstract]:Under the background of the new curriculum reform, autonomous learning of students has become the focus of attention of teachers and scholars. However, how to effectively cultivate students' autonomous learning ability and improve their autonomous learning level in the school education environment, that is, in classroom teaching, requires our constant exploration and consideration. Based on the study of autonomous learning and thinking mapping at home and abroad, this study takes some junior high school students in a middle school in Hengyang as the research object and English as a specific subject. The application effect of thinking map in students' autonomous learning is studied experimentally. This study is divided into five parts. In the preface, the background of the research is put forward, and the research is helpful to the optimization of the students' learning style. This paper expounds the research significance of this paper from three aspects, which are helpful to promote students' meaningful learning and to promote students' construction of knowledge system, and puts forward that this paper adopts the methods of literature research, investigation research and educational experiment. In the first part, the author combs the related concepts and research contents of autonomous learning and thinking map. Then the author reviewed the literature and analyzed the research status of this subject at home and abroad. Then the author demonstrates the feasibility and necessity of this study from different angles. The second part mainly focuses on the theme of "thinking map and learning, the combination of teaching process". First, the author analyzes the application of thinking map before, during and after learning, and then presents a classroom case, showing in detail how the teacher's teaching process is combined with the thinking map. The third part mainly introduces the basic situation of the experiment on how to improve junior high school students' English autonomous learning level by using the thinking map, including the research design and the research process. The experimental design includes research purpose, research contents, research objects, research methods, research hypotheses and data collection. The research process includes two stages: preparation and implementation. The fourth part is the result analysis and discussion of the experiment. The paper analyzes the results of the experiment by means of questionnaire before and after test, analysis of students' scores before and after test, interview data and collection of material objects, etc. From the analysis, it is concluded that the assisted teaching of thinking mapping can provide effective learning strategy support for improving students' autonomous learning level. The assistant teaching of thinking map can improve the quality of students' learning and the auxiliary teaching of thinking map can effectively improve the students' level of autonomous learning. Finally, we put forward some problems that we should pay attention to in teaching. This study takes English classroom teaching as a carrier to improve students' autonomous learning level, and tries to provide an effective and operable method of thinking map assisted teaching for junior middle school English teachers in improving their English autonomous learning level. For teachers' reference.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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本文編號(hào)：2055836