《高中英語(yǔ)課程標(biāo)準(zhǔn)》(2017)倡導(dǎo)以活動(dòng)為基礎(chǔ)的英語(yǔ)學(xué)習(xí)活動(dòng)觀和以主題為基礎(chǔ)的單元教學(xué),對(duì)初中英語(yǔ)教學(xué)有一定的啟示。本個(gè)案研究旨在探究一位初中英語(yǔ)教師在日常教學(xué)中基于英語(yǔ)學(xué)習(xí)活動(dòng)觀的單元整體教學(xué)實(shí)踐,希望為今后初中英語(yǔ)教學(xué)提供一些建議。研究對(duì)象是天津市某初中的一名教師及其54名學(xué)生。對(duì)其12節(jié)不同模塊的課時(shí)進(jìn)行觀察分析。本研究以課堂觀察和訪談為主。主要有三個(gè)研究問(wèn)題:(1)這12節(jié)課分別采用了哪些活動(dòng)?每個(gè)單元的這些活動(dòng)是否以單元的主題為重點(diǎn)?(2)學(xué)生對(duì)基于英語(yǔ)學(xué)習(xí)活動(dòng)觀的單元整體教學(xué)的反應(yīng)如何?(3)教師對(duì)基于英語(yǔ)學(xué)習(xí)活動(dòng)觀的單元整體教學(xué)的反應(yīng)如何?通過(guò)對(duì)這12節(jié)課的分析及對(duì)老師和學(xué)生的訪談結(jié)果的分析,主要發(fā)現(xiàn)如下:(1)英語(yǔ)學(xué)習(xí)活動(dòng)觀的三大類活動(dòng)(學(xué)習(xí)理解類活動(dòng)、應(yīng)用實(shí)踐類活動(dòng)、遷移創(chuàng)新類活動(dòng))在這12節(jié)課中均有體現(xiàn),且大部分是基于主題的,但在這三大類活動(dòng)和它們的分支活動(dòng)之間存在著時(shí)間比例不平衡的問(wèn)題,應(yīng)用實(shí)踐類活動(dòng)占用時(shí)間、出現(xiàn)的次數(shù)最多,其次是學(xué)習(xí)理解類活動(dòng)和遷移創(chuàng)新類活動(dòng)。(2)學(xué)生對(duì)此種類型課堂表現(xiàn)出極大的興趣,并能進(jìn)行適當(dāng)?shù)妮敵�。但學(xué)生提到隨著期末考試的臨近,這種教學(xué)...

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【學(xué)位級(jí)別】：碩士

【文章目錄】：
abstract
摘要
Acknowledgements
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
        1.3.1 Practical Significance
        1.3.2 Theoretical Significance
    1.4 Outline of the Thesis
Chapter2 Literature Review
    2.1 Concepts
        2.1.1 The Activity-based View of English Learning
        2.1.2 The Integrative Unit Teaching
    2.2 Theoretical Foundations
        2.2.1 Krashen’s Input Theory
        2.2.2 Swain’s Output Theory
        2.2.3 Bloom’s Taxonomy
        2.2.4 Gestalt Psychology
        2.2.5 Constructivism
    2.3 Researches on the Activity-based View of English Learning at Home andAbroad
        2.3.1 Researches on the Activity-based View of English Learning atHome
        2.3.2 Researches on the Activity View of English Learning Abroad
    2.4 Researches on the Integrative Unit Teaching at Home and Abroad
        2.4.1 Researches on the Integrative Unit Teaching at Home
        2.4.2 Researches on the Integrative Unit Teaching Abroad
Chapter3 Research Design
    3.1 Research Questions
    3.2 Subjects of the Research
    3.3 Instruments of the Research
        3.3.1 Observation
        3.3.2 Interviews
    3.4 Procedures of the Research
Chapter4 Results and Discussion
    4.1 Activity and Theme Analysis of Classes
    4.2 Analysis of Students’Attitude
    4.3 Analysis of Teacher’s Attitude
    4.4 Discussion
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Implications of the Study
    5.3 Limitations of the Present Study
    5.4 Suggestions for the Future Study
References
AppendixⅠ Classroom Observation Scale
AppendixⅡ The Interview Questions for Students
AppendixⅢ The Interview Questions for the Teacher



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