本文選題：學(xué)習(xí)策略 + 交際能力�。� 參考：《天津師范大學(xué)》2017年碩士論文

【摘要】：該研究是一項(xiàng)基于對(duì)高中生英語(yǔ)口語(yǔ)補(bǔ)償策略培訓(xùn)的教學(xué)設(shè)計(jì)方面的研究。該研究旨在檢測(cè)高中英語(yǔ)課堂上進(jìn)行補(bǔ)償策略培訓(xùn)的可行性和激發(fā)學(xué)生的策略意識(shí),同時(shí)期望能夠?yàn)橛⒄Z(yǔ)口語(yǔ)教學(xué)及提高學(xué)生的英語(yǔ)口語(yǔ)交際能力提供一些啟示。此次教學(xué)設(shè)計(jì)的對(duì)象是天津市南開區(qū)一所高級(jí)中學(xué)高一年級(jí)三班的學(xué)生,論文的作者是這個(gè)班級(jí)的實(shí)習(xí)英語(yǔ)教師。在這項(xiàng)研究中,作者主要采用了有關(guān)補(bǔ)償策略的測(cè)試題以及撰寫訪談?dòng)涗浀妊芯糠椒�。此次研究的過程如下:在補(bǔ)償策略培訓(xùn)開始之前,作者已經(jīng)閱讀了該策略相關(guān)的理論。在理論的指導(dǎo)下,作者設(shè)計(jì)了一節(jié)補(bǔ)償策略培訓(xùn)課,在三班的第一次培訓(xùn)之前,作者發(fā)放了測(cè)試題并且了解了學(xué)生對(duì)即將培訓(xùn)的補(bǔ)償策略的使用能力,第二次培訓(xùn)之前作者對(duì)第一次的教學(xué)設(shè)計(jì)做了修改然后再次分發(fā)測(cè)試題,作者發(fā)現(xiàn)學(xué)生經(jīng)過第二次培訓(xùn)之后對(duì)于補(bǔ)償策略的使用意識(shí)逐漸加強(qiáng),對(duì)于補(bǔ)償策略測(cè)試題目的回答更加精確。研究結(jié)果表明,此次補(bǔ)償策略的培訓(xùn)有助于提高學(xué)生解決交際困難的效率,加強(qiáng)策略意識(shí)以及提升英語(yǔ)學(xué)習(xí)能力有著很大的幫助,對(duì)于英語(yǔ)口語(yǔ)教學(xué)也有很好的啟發(fā)。此外,筆者認(rèn)為通過基于教學(xué)設(shè)計(jì)形式的培訓(xùn)應(yīng)用到英語(yǔ)教學(xué)是可行的。
[Abstract]:This study is based on the teaching design of English compensation strategy training for senior high school students. The purpose of this study is to examine the feasibility of compensation strategy training in senior high school English classes and to stimulate students' awareness of strategies. It is hoped that this study can provide some enlightenment for oral English teaching and improving students' oral communicative competence. The author of this paper is an English teacher in a senior middle school in Nankai district of Tianjin. In this study, the author mainly adopts the test questions of compensation strategy and the writing of interview records. The course of this study is as follows: the author has read the theory of compensation strategy before training. Under the guidance of the theory, the author designed a compensation strategy training course. Before the first training in the third class, the author gave out the test questions and learned the students' ability to use the compensation strategies to be trained. Before the second training, the author revised the first teaching design and distributed the test questions again. After the second training, the author found that the students' awareness of the use of compensation strategies was gradually strengthened. The answer to the question of compensation strategy test is more accurate. The results show that the training of compensatory strategies is helpful to improve students' communicative difficulties, strengthen their awareness of strategies and improve their English learning ability. It is also helpful for oral English teaching. In addition, the author thinks that it is feasible to apply training based on instructional design to English teaching.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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