隨著人們對(duì)語(yǔ)言交際能力的逐漸重視,基于口語(yǔ)教學(xué)的研究引起了國(guó)內(nèi)外教師及語(yǔ)言學(xué)專家的廣泛關(guān)注。教育戲劇作為一種用來(lái)填補(bǔ)課堂教學(xué)和創(chuàng)造真實(shí)交流環(huán)境的教學(xué)方式,在國(guó)外具有廣泛影響,它的作用是激發(fā)學(xué)生的合作學(xué)習(xí)和創(chuàng)造性思維,促進(jìn)他們積極參與語(yǔ)言活動(dòng)和文學(xué)作品的審美欣賞。本研究引入戲劇活動(dòng)到英語(yǔ)口語(yǔ)課以期提高學(xué)生英語(yǔ)學(xué)習(xí)的興趣和他們的英語(yǔ)口語(yǔ)的能力。受前人口語(yǔ)教學(xué)研究的啟發(fā)以及合作理論、多元智能理論和拋錨式理論的指導(dǎo),本行動(dòng)研究為期四個(gè)月,參與者為中山市南頭鎮(zhèn)某小學(xué)4年級(jí)的學(xué)生,共有48名學(xué)生參與,利用英語(yǔ)戲劇活動(dòng)幫助提高小學(xué)生的英語(yǔ)學(xué)習(xí)興趣和英語(yǔ)口語(yǔ)能力。該研究嚴(yán)格遵照Kemmis提出的（計(jì)劃,行動(dòng),觀察,反思）四步法。在兩輪行動(dòng)研究中,共計(jì)進(jìn)行了4個(gè)根據(jù)主題融合改編的課本劇和2個(gè)經(jīng)典童話劇的戲劇活動(dòng),活動(dòng)的形式有---小組合作,角色扮演,講故事,戲劇表演等。第一輪的行動(dòng)研究從2018年9月持續(xù)到10月,側(cè)重于對(duì)戲劇活動(dòng)在英語(yǔ)口語(yǔ)課堂的開(kāi)展,調(diào)查學(xué)生的英語(yǔ)學(xué)習(xí)興趣是否有提升,學(xué)生的英語(yǔ)口語(yǔ)表達(dá)能力是否有提高。第二輪行動(dòng)研究從2018年11月開(kāi)始至12月結(jié)束,第二輪研究則強(qiáng)調(diào)如何開(kāi)展多樣性的戲劇... 

【文章來(lái)源】：廣州大學(xué)廣東省

【文章頁(yè)數(shù)】：112 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Research Background
    1.2 Research Significance
    1.3 Research Objectives
    1.4 Organization of the Thesis
Chapter 2 Literature Review
    2.1 Relevant Concepts
        2.1.1 Oral English Ability
        2.1.2 Drama Activities
    2.2 Researches on Oral English Teaching Abroad and at Home
        2.2.1 Researches on Oral English Teaching Abroad
        2.2.2 Researches on Oral English Teaching at Home
    2.3 Studies of Drama Education
        2.3.1 Studies of Drama Education Abroad
        2.3.2 Studies of Drama Education at Home
    2.4 Gap in the Previous Research
Chapter 3 Theoretical Bases
    3.1 Multiple Intelligences
        3.1.1 Application of the Multiple Intelligences
        3.1.2 Eight Types of Intelligence
        3.1.3 Multiple Intelligences and Drama Activity
    3.2 Cooperative Learning
        3.2.1 Studies of Cooperative Learning
        3.2.2 Functions of Cooperative Learning
        3.2.3 Cooperative Learning and Drama Activity
    3.3 Anchored Instruction
        3.3.1 Functions of Anchored Instruction
        3.3.2 Elements and Steps of Anchored Instruction
        3.3.3 Anchored Teaching and Drama Activities
Chapter 4 Methodology
    4.1 Research Questions
    4.2 Brief Introduction to Action Research
    4.3 Participants
    4.4 Instruments
        4.4.1 Oral tests
        4.4.2 Interviews
        4.4.3 Questionnaires
        4.4.4 Classroom Observation
    4.5 Research Procedures
        4.5.1 Problem Identification
        4.5.2 Research Hypotheses
        4.5.3 Overall Planning of Action Research
        4.5.4 Round One Intervention
        4.5.5 Round Two Intervention
    4.6 Data Collection and Analysis
Chapter 5 Results and Discussion
    5.1 Results
        5.1.1 Results of the Questionnaires
        5.1.2 Results of the Interviews
        5.1.3 Results of the Oral Tests
    5.2 Discussion
        5.2.1 Discussion on the Students'Enhanced Interest in Oral English
        5.2.2 Discussion on the Improvement of Students'Oral Abilities
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations and Suggestions
References
Appendices
    Appendix I
    Appendix Ⅱ
    Appendix Ⅲ
    Appendix Ⅳ
    Appendix Ⅴ
    Appendix Ⅵ
    Appendix Ⅶ Drama scripts
    Appendix Ⅷ Textbook plays



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