本文選題：生活化教學(xué) + 中學(xué)英語(yǔ)教學(xué)　； 參考：《華中師范大學(xué)》2017年碩士論文

【摘要】：隨著我國(guó)新課程改革十多年的不斷發(fā)展,基礎(chǔ)教育中占重要地位的英語(yǔ)教學(xué)也一直積極嘗試做出改善。英語(yǔ)生活化教學(xué)作為我國(guó)英語(yǔ)教學(xué)改革中的重要表現(xiàn)之一,也越來(lái)越受到教育工作者的青睞。一定程度上,它批判了教學(xué)中過(guò)分追求英語(yǔ)考試高分為目的,實(shí)行知識(shí)單向灌輸?shù)膯?wèn)題。改善了傳統(tǒng)英語(yǔ)教學(xué)中同實(shí)際生活嚴(yán)重分離的狀況,使教學(xué)以學(xué)生為主體,考慮學(xué)生在學(xué)習(xí)中的情感與體驗(yàn)。然而,當(dāng)前的中學(xué)英語(yǔ)生活化教學(xué)中,由于部分教育工作者對(duì)其含義理解不透徹,使中學(xué)英語(yǔ)教學(xué)同生活的關(guān)系沒有得到合理處理,導(dǎo)致英語(yǔ)生活化教學(xué)理念在中學(xué)英語(yǔ)教學(xué)實(shí)踐過(guò)程中存在種種誤區(qū)。對(duì)中學(xué)英語(yǔ)生活化教學(xué)的過(guò)程及其誤區(qū)進(jìn)行反思,對(duì)尋求其本真內(nèi)涵,優(yōu)化英語(yǔ)教學(xué)具有重要的意義。本論文分為五個(gè)部分:緒論部分:從新課程理念及中學(xué)英語(yǔ)教學(xué)的現(xiàn)狀出發(fā),介紹本論文問(wèn)題提出的緣由,論述本論文的研究目和意義,介紹了本論文的思路和方法。通過(guò)對(duì)國(guó)內(nèi)外相關(guān)文獻(xiàn)進(jìn)行整理分析,指出論文的研究特色和創(chuàng)新之處。第一部分是將中學(xué)英語(yǔ)生活化教學(xué)及其理念、意義進(jìn)行解讀。它是關(guān)照中學(xué)生心智發(fā)展特點(diǎn)進(jìn)行生活化教學(xué)。其教學(xué)內(nèi)容貼近實(shí)際生活,教學(xué)實(shí)施基于學(xué)生已有經(jīng)驗(yàn),教學(xué)目的不僅在于日常生活。對(duì)突破語(yǔ)言學(xué)習(xí)環(huán)境缺失的局限;促進(jìn)語(yǔ)言意義與語(yǔ)言形式學(xué)習(xí)的結(jié)合;消除英語(yǔ)學(xué)習(xí)與其他學(xué)科的隔閡具有重要意義。第二部分是根據(jù)已有研究分析結(jié)合筆者教育實(shí)習(xí),對(duì)當(dāng)前中學(xué)英語(yǔ)生活化教學(xué)進(jìn)行考察,指出當(dāng)前中學(xué)英語(yǔ)生活化教學(xué)存在形式化、庸俗化、簡(jiǎn)單化的誤區(qū)。使中學(xué)英語(yǔ)生活化教學(xué)出現(xiàn)“假”生活化、過(guò)于追求日常生活情景、嚴(yán)重“遺忘”學(xué)生學(xué)習(xí)生活的現(xiàn)象。第三部分是英語(yǔ)生活化教學(xué)的本真追尋,結(jié)合英語(yǔ)教學(xué)實(shí)際及國(guó)際外語(yǔ)教育經(jīng)驗(yàn),提出完整生活化教學(xué)的觀點(diǎn),并且討論提完整生活化教學(xué)的原因。指出完整生活化應(yīng)該尊重學(xué)生個(gè)體生活,關(guān)照日常生活,貫連學(xué)習(xí)生活,三個(gè)方面互不可缺。第四部分是中學(xué)英語(yǔ)生活化教學(xué)實(shí)施過(guò)程中的優(yōu)化建議。在對(duì)其含義的本真追尋以及誤區(qū)的審視基礎(chǔ)上,從理念樹立,目標(biāo)重構(gòu),教學(xué)內(nèi)容優(yōu)化,教學(xué)過(guò)程設(shè)計(jì),教學(xué)評(píng)價(jià)改革等幾方面提出英語(yǔ)生活化教學(xué)的改進(jìn)建議。以期為我國(guó)中學(xué)英語(yǔ)教師提供借鑒。
[Abstract]:With the continuous development of the new curriculum reform in China for more than ten years, English teaching, which plays an important role in basic education, has been actively trying to improve. As one of the important manifestations in the reform of English teaching in our country, English living teaching is becoming more and more popular among educators. To a certain extent, it criticizes the excessive pursuit of high scores in English examinations and the practice of unilateral inculcation of knowledge. It improves the serious separation between the traditional English teaching and the real life and makes the teaching take the students as the main body and consider the students' emotion and experience in their study. However, in the current life teaching of English in middle schools, some educators do not have a thorough understanding of its meaning, so that the relationship between English teaching and life in middle schools has not been properly dealt with. It leads to various misunderstandings in the practice of English teaching in middle schools. It is of great significance to reflect on the process and misunderstanding of English teaching in middle school, to seek its true connotation and to optimize English teaching. This thesis is divided into five parts: introduction: starting from the concept of new curriculum and the present situation of English teaching in middle schools, this paper introduces the causes of the problems raised in this paper, discusses the purpose and significance of the research, and introduces the ideas and methods of this paper. This paper points out the characteristics and innovations of the thesis through the analysis of the related literature at home and abroad. The first part is to interpret the life-oriented English teaching and its concept and meaning in middle school. It is concerned with the mental development of middle school students to carry out life-oriented teaching. The teaching content is close to the actual life, the teaching implementation is based on the students' experience, and the purpose of the teaching is not only in daily life. It is of great significance to break through the limitation of language learning environment, to promote the combination of language meaning and language form learning, and to eliminate the gap between English learning and other subjects. The second part is based on the existing research and analysis combined with the author's education practice to investigate the current middle school English living teaching, pointing out that there are formalized, vulgar and simplistic errors in the current middle school English living teaching. It makes the English teaching in middle school appear "false", pursue the daily life scene too much, and "forget" the phenomenon of students' learning life seriously. In the third part, the author puts forward the point of view of integrated life teaching and discusses the reasons why it should be put forward in the light of the reality of English teaching and the experience of international foreign language teaching. It is pointed out that the integration of life should respect the individual life of students, take care of daily life, and continue to study life, the three aspects are indispensable to each other. The fourth part is the optimization suggestions in the process of English teaching in middle school. On the basis of the true pursuit of its meaning and its misunderstandings, this paper puts forward some suggestions for improving the life-oriented English teaching from the aspects of establishing the idea, reconstructing the goal, optimizing the teaching content, designing the teaching process, reforming the teaching evaluation, and so on. In order to provide reference for our middle school English teachers.
【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】：2017
【分類號(hào)】：G633.41

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