本文選題：情感態(tài)度目標　切入點：初中英語教學　出處：《華中師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：根據(jù)《義務(wù)教育英語課程標準》(2011年版)規(guī)定,義務(wù)教育階段的英語課程除了教授學生語言知識和訓練語言技能之外,還必須引導學生養(yǎng)成積極的情感態(tài)度和樹立正確的價值觀。然而,反觀目前的初中英語教學發(fā)現(xiàn)重知輕情的現(xiàn)象仍然普遍存在。這種過分強調(diào)知識學習而忽略情感培養(yǎng)的教學既不利于提高英語學習的效果,也不利于學生的全面發(fā)展。針對這一問題,本文主要圍繞以下兩個方面展開論述:第一,如何發(fā)揮情感態(tài)度在英語學習過程中的促進作用;第二,如何在英語教學中培養(yǎng)學生積極的情感態(tài)度,促進學生全面發(fā)展。本研究通過問卷法和訪談法了解初中英語教學中情感態(tài)度目標實施現(xiàn)狀及實施過程中存在的問題,總結(jié)影響情感態(tài)度目標落實的因素,并在此基礎(chǔ)上探討如何在初中英語教學中落實情感態(tài)度目標。本論文的寫作分為五個部分:緒論部分:首先介紹了本論文的選題緣由;其次闡述了本研究的理論意義和實踐意義;再次對國內(nèi)外關(guān)于情感態(tài)度目標已取得的研究成果進行文獻梳理和分析;最后,介紹本文所采用的研究方法。第一部分:首先對此次新課程改革提出的情感態(tài)度與價值觀目標的內(nèi)涵進行分析并界定相關(guān)概念;然后分析初中英語情感態(tài)度目標的內(nèi)涵及所體現(xiàn)的基本理念。第二部分:以人教版初中英語教材Go for it為依據(jù),分析情感態(tài)度目標在該套教材中的表征,包括在教材編寫原則和編寫理念中的總體表征和在教材任務(wù)設(shè)置、內(nèi)容選材和插圖安排中的具體表征。第三部分介紹初中英語情感態(tài)度目標的實施現(xiàn)狀。主要通過問卷法和個案訪談法對初中英語情感態(tài)度目標的實施狀況進行調(diào)查。然后,在分析調(diào)查結(jié)果的基礎(chǔ)上總結(jié)該目標在實施過程中存在的問題。第四部分:分析初中英語情感態(tài)度目標在實際教學中難以落實的原因,包括教師方面、學校方面、家長方面以及制度方面的原因。第五部分:結(jié)合本文前面提到的關(guān)于初中英語情感態(tài)度目標在實施過程中存在的問題及原因,本部分從教師方面探討如何在初中英語教學中落實情感態(tài)度目標。
[Abstract]:According to the English Curriculum Standards for compulsory Education (2011 edition), in addition to teaching students language knowledge and training language skills, Students must also be guided to develop positive emotional attitudes and establish correct values. However, In contrast, the current English teaching in junior high school finds that the phenomenon of emphasizing knowledge and neglecting emotion is still widespread. This kind of teaching, which emphasizes knowledge learning while neglecting emotion cultivation, is not conducive to improving the effect of English learning. This paper focuses on the following two aspects: first, how to play the role of affective attitude in the process of English learning; second, How to cultivate students' positive affective attitude and promote students' overall development in English teaching. This study aims to understand the current situation and problems in the implementation of affective attitude goals in junior high school English teaching by means of questionnaires and interviews. This paper summarizes the factors that affect the implementation of affective attitude goals, and on this basis discusses how to implement affective attitude goals in junior high school English teaching. The writing of this thesis is divided into five parts: introduction: first of all, it introduces the reason of this thesis; Secondly, this paper expounds the theoretical and practical significance of this study; reviews and analyzes the research results on emotional attitude goals at home and abroad; finally, This paper introduces the research methods adopted in this paper. The first part: firstly, it analyzes the intension of the emotional attitude and the goal of values put forward by the new curriculum reform and defines the relevant concepts; Then it analyzes the connotation and basic idea of emotional attitude goal in junior middle school English. The second part: based on go for it, the author analyzes the representation of emotional attitude goal in this set of textbooks. Including the overall representation in the principles and concepts of textbook preparation and the setting of the task of the textbook, The third part introduces the status quo of the implementation of the emotional attitude goal in junior high school English. It mainly investigates the implementation status of the emotional attitude goal in junior middle school English by questionnaire and case interview. Based on the analysis of the results of the investigation, this paper summarizes the problems existing in the implementation of this goal. Part 4th: analyzes the reasons why the goal of emotional attitude in junior high school is difficult to implement in practical teaching, including teachers and schools. Part 5th: combined with the problems and reasons in the implementation of emotional attitude goals in junior middle school English mentioned in this paper. This part discusses how to implement the emotional attitude goal in junior middle school English teaching from teachers' point of view.
【學位授予單位】：華中師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

【參考文獻】

相關(guān)期刊論文 前10條

1 夏家發(fā);;過一種有教育德性的課堂生活[J];湖北教育(教育教學);2013年03期

2 姚林群;郭元祥;;新課程三維目標與深度教學——兼談學生情感態(tài)度與價值觀的培養(yǎng)[J];課程·教材·教法;2011年05期

3 劉文靜;任順元;;“讀圖時代”的小學語文課堂教學[J];現(xiàn)代教育論叢;2010年05期

4 鐘啟泉;;打造教師的一雙慧眼——談“三維目標”教學的研究[J];上海教育科研;2010年02期

5 張悅?cè)?;三維目標尷尬處境的歸因探析[J];江蘇教育研究;2009年01期

6 孟春國;英語課程目標中的情感態(tài)度:界定及理據(jù)[J];山東師范大學外國語學院學報(基礎(chǔ)英語教育);2005年03期

7 程曉堂,龔亞夫;《英語課程標準》的理論基礎(chǔ)[J];課程.教材.教法;2005年03期

8 張雅君;初中《英語(新目標)》教材介紹[J];山西教育(教學版);2004年16期

9 姚敏;非智力因素在英語教學中的作用[J];教育探索;2004年02期

10 孫鳴;外語情感教育中的溝通策略[J];基礎(chǔ)教育外語教學研究;2003年03期

相關(guān)碩士學位論文 前2條

1 李紅恩;高中英語情感態(tài)度與價值觀課程目標的實現(xiàn)策略研究[D];西南大學;2009年

2 余娟;論情感在初中英語教學中的作用[D];華中師范大學;2008年

，

本文編號：1630938