發(fā)布時(shí)間：2018-04-25 09:47

  本文選題：項(xiàng)目教學(xué)法 + 教師信念��； 參考：《吉林大學(xué)》2017年碩士論文

【摘要】：項(xiàng)目教學(xué)法(Project-based Learning,簡(jiǎn)稱PBL)是西方體驗(yàn)式學(xué)習(xí)、“做中學(xué)”教育理論和實(shí)踐的重要組成部分,在過(guò)去的幾十年間作為一種以學(xué)習(xí)者為中心的教學(xué)方法被廣泛應(yīng)用于二語(yǔ)教學(xué)中,取得了良好的實(shí)踐效果。我國(guó)外語(yǔ)界近年來(lái)也逐漸嘗試把項(xiàng)目教學(xué)法應(yīng)用到外語(yǔ)教學(xué)中,例如《大學(xué)英語(yǔ)教學(xué)指南》明確提出大學(xué)英語(yǔ)教學(xué)應(yīng)注意吸收國(guó)內(nèi)外的先進(jìn)成果,提倡使用項(xiàng)目式、探究式等教學(xué)方法。作為一種西方教學(xué)法,項(xiàng)目教學(xué)法在我國(guó)的大學(xué)英語(yǔ)教學(xué)中能否取得理想的效果在很大程度上取決于廣大一線教師對(duì)項(xiàng)目教學(xué)法的認(rèn)知與本土化實(shí)踐。目前國(guó)內(nèi)學(xué)者對(duì)項(xiàng)目教學(xué)法的研究集中在理論介紹、意義探討、教學(xué)效果研究等方面,鮮有研究從教師的角度對(duì)項(xiàng)目教學(xué)法進(jìn)行探索。而大學(xué)英語(yǔ)教師對(duì)項(xiàng)目教學(xué)法的認(rèn)知如何?大學(xué)英語(yǔ)教師如何在教學(xué)實(shí)踐中靈活運(yùn)用項(xiàng)目教學(xué)法?哪些因素影響項(xiàng)目教學(xué)法的實(shí)施?這些有關(guān)西方教學(xué)法本土化的問(wèn)題是我國(guó)外語(yǔ)教學(xué)中值得深入探討的重要議題。本研究通過(guò)回顧國(guó)內(nèi)外對(duì)項(xiàng)目教學(xué)法和教師信念的研究成果,結(jié)合我國(guó)大學(xué)英語(yǔ)教學(xué)實(shí)際,從大學(xué)英語(yǔ)教師認(rèn)知的角度對(duì)項(xiàng)目教學(xué)法在大學(xué)英語(yǔ)教學(xué)中的接受和使用情況進(jìn)行分析。研究主要考察大學(xué)英語(yǔ)教師對(duì)項(xiàng)目教學(xué)法的信念和實(shí)踐,并探討教師信念和教學(xué)實(shí)踐的關(guān)系,以及影響項(xiàng)目教學(xué)法實(shí)施的各種因素。希望研究結(jié)果有助于大學(xué)英語(yǔ)教師更好地實(shí)施項(xiàng)目教學(xué)法,提高大學(xué)英語(yǔ)教學(xué)質(zhì)量和課堂效率,推動(dòng)大學(xué)英語(yǔ)教學(xué)改革的進(jìn)程。研究采用個(gè)案研究的形式,對(duì)五名具有項(xiàng)目教學(xué)經(jīng)驗(yàn)的大學(xué)英語(yǔ)教師進(jìn)行訪談和課堂觀察,并收集教案和教學(xué)資料等相關(guān)文檔資料。研究發(fā)現(xiàn),大學(xué)英語(yǔ)教師對(duì)項(xiàng)目教學(xué)法持有積極的態(tài)度,高度評(píng)價(jià)項(xiàng)目教學(xué)法的優(yōu)點(diǎn),并在教學(xué)中積極實(shí)施項(xiàng)目教學(xué)法。但是,盡管教師在課堂上以不同方式實(shí)施項(xiàng)目教學(xué)法取得了一定的效果,如學(xué)生學(xué)習(xí)英語(yǔ)興趣濃、課堂活動(dòng)參與性高、口語(yǔ)書(shū)面語(yǔ)練習(xí)機(jī)會(huì)多、合作能力增強(qiáng),仍然存在一些影響項(xiàng)目教學(xué)法有效開(kāi)展的問(wèn)題。例如教師教學(xué)量大,課時(shí)少,難以廣泛實(shí)施項(xiàng)目教學(xué)法;教師缺乏相關(guān)培訓(xùn)機(jī)會(huì)、教學(xué)輔助資源和教學(xué)指導(dǎo),對(duì)項(xiàng)目教學(xué)法的認(rèn)識(shí)和實(shí)踐受到制約;班級(jí)學(xué)生數(shù)量多,教師無(wú)法有效地全面指導(dǎo)等�？傊�,本研究從大學(xué)英語(yǔ)教師認(rèn)知的角度探索項(xiàng)目教學(xué)法的實(shí)踐,能夠豐富項(xiàng)目教學(xué)法研究以及教師認(rèn)知研究,并為提升大學(xué)英語(yǔ)教學(xué)質(zhì)量和推進(jìn)大學(xué)英語(yǔ)教學(xué)改革提供啟示,因此具有一定的理論價(jià)值和實(shí)踐價(jià)值。
[Abstract]:Project based learning (PBL) is an important part of western experiential learning. It has been widely used in second language teaching as a learner-centered teaching method in the past few decades. Good practical results have been obtained. In recent years, the foreign language circles in our country have tried to apply the project-based teaching method to foreign language teaching. For example, the Guide to College English Teaching clearly suggests that college English teaching should pay attention to absorbing the advanced achievements at home and abroad and advocate the use of project-based teaching methods. Inquiry teaching methods. As a kind of western teaching method, whether the project teaching method can achieve the ideal effect in our country's college English teaching depends to a great extent on the teachers' cognition and localization of the project teaching method. At present, the research of the project teaching method is focused on the theoretical introduction, significance discussion, teaching effect research and so on. Few researches have explored the project teaching method from the teacher's point of view. What about college English teachers' cognition of project-based teaching method? How can college English teachers use the project-based teaching method flexibly in their teaching practice? What factors affect the implementation of the project teaching method? These questions about localization of western teaching methods are important topics worthy of further discussion in foreign language teaching in China. By reviewing the domestic and foreign research results on project-based teaching methods and teachers' beliefs, this study combines with the practice of college English teaching in China. This paper analyzes the acceptance and application of project-based approach in college English teaching from the perspective of college English teachers' cognition. The study mainly examines the teachers' beliefs and practices in the project-based approach, and discusses the relationship between teachers' beliefs and teaching practice, as well as the various factors that affect the implementation of the project-based approach. It is hoped that the research results will be helpful for college English teachers to implement the project teaching method better, improve the quality of college English teaching and improve classroom efficiency, and promote the process of college English teaching reform. In this study, five college English teachers with project teaching experience were interviewed and observed in class, and relevant documents such as teaching plan and teaching materials were collected. It is found that college English teachers have a positive attitude towards project-based teaching, highly evaluate the merits of project-based teaching, and actively implement project-based approach in teaching. However, although teachers have achieved certain results in different ways, such as students' interest in learning English, high participation in classroom activities, more opportunities for oral written language practice, and enhanced cooperative ability. There are still some problems that affect the effective development of the project teaching method. For example, it is difficult for teachers to widely implement project-based teaching methods because of their large amount of teaching and short class hours; the lack of relevant training opportunities, teaching auxiliary resources and teaching guidance, the restriction of understanding and practice of project-based teaching methods, and the large number of class students. Teachers are unable to give effective overall guidance, etc. In a word, this study explores the practice of project-based approach from the perspective of college English teachers' cognition, which can enrich the research of project teaching method and teachers' cognition, and provide enlightenment for improving the quality of college English teaching and promoting the reform of college English teaching. Therefore, it has certain theoretical and practical value.
【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H319.3

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