培養(yǎng)學生的核心素養(yǎng)已成為我國基礎(chǔ)教育改革的新課題。英語學科核心素養(yǎng)包括語言能力、文化意識、思維品質(zhì)和學習能力�！镀胀ǜ咧杏⒄Z課程標準(2017年版)》指出:英語學習活動觀是培養(yǎng)學生核心素養(yǎng)的重要途徑和措施。盡管初中課程標準還未更新,但是核心素養(yǎng)的培養(yǎng)在初高中都不能缺席。在教學中貫徹活動觀,通過活動幫助學生構(gòu)建知識、發(fā)展語言能力對初高中學生同等重要。對初中生和高中生同樣適用。為了促進學習者從實際的語言活動中建構(gòu)知識和發(fā)展語言能力,在初中和高中教學中落實英語學習活動觀同樣重要。在我國各省市的教研活動中,大多數(shù)初中教師都學習了英語學習活動觀�？疾斐踔杏⒄Z教師如何貫徹活動觀很有必要,這是考查課改效果、發(fā)現(xiàn)應然和實然之間差距的重要途徑。因此本研究選取全國初中優(yōu)質(zhì)課中的8節(jié)課例作為研究對象,通過案例分析回答以下三個問題:(1)學習活動觀是否在初中英語教學目標中有所體現(xiàn)?(2)學習活動觀是否在初中英語課堂教學中得以體現(xiàn)?(3)初中英語課堂教學是否與教學目標匹配?研究采納文本分析法和課堂觀察法。筆者首先分析8節(jié)優(yōu)質(zhì)課中的教學目標否體現(xiàn)學習活動觀。然后分別記錄每節(jié)課堂中的學習活動類型,分析課程內(nèi)容六要素...

【文章頁數(shù)】：129 頁

【學位級別】：碩士

【文章目錄】：
abstract
摘要
Acknowledgments
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Purposes of the Study
    1.3 Significance of the Study
    1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
    2.1 Views of Language Learning
    2.2 The Activity-based Language Learning Approach
        2.2.1 Explanations about the Activity-based Language Learning Approach
        2.2.2 Teaching Values of the Activity-based Language Learning Approach
    2.3 Previous Studies on the Activity-based Language Learning Approach
Chapter 3 Theoretical Basis
    3.1 Bloom’s Taxonomy of Education Objectives in Cognitive Domain
    3.2 Disciplinary Competency
        3.2.1 Learning Activities and Disciplinary Competency
        3.2.2 Explanation of Disciplinary Competency from Psychological Perspective
        3.2.3 Compositions and Performance of English Disciplinary Competency
Chapter 4 Research Design
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Instruments
    4.4 Data Collection
Chapter 5 Results and Discussions
    5.1 Types of Teaching Objectives
        5.1.1 Results
        5.1.2 Discussion
        5.1.3 Redesign of the Teaching Objectives
    5.2 Types of English Learning Activities in Exemplary Lessons
        5.2.1 Results
        5.2.2 Discussions
    5.3 Key Elements of English Lessons Reflected in English Learning Activities in Exemplary Lessons
        5.3.1 Results
        5.3.2 Discussions
    5.4 Matching Degree Between Teaching Objectives and Classroom Teaching
        5.4.1 Results
        5.4.2 Discussion
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations of the Study and Implications for Future Studies
References
Appendix A Analysis for Teaching Objectives
Appendix B Analysis for English Learning Activities
Appendix C Key Elements Reflected in English Learning Activities



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