發(fā)布時(shí)間：2018-10-04 19:41

【摘要】：隨著我國新課程改革的不斷推進(jìn),英語課堂教學(xué)改革取得了較大的成果,教師的教學(xué)方式和學(xué)生的學(xué)習(xí)方式都發(fā)生了一些積極的變化,但是課外作業(yè)作為英語課堂教學(xué)的延續(xù)和補(bǔ)充,卻并沒有得到足夠的重視,作業(yè)布置中存在著許多問題�！镀胀ǜ咧杏⒄Z課程標(biāo)準(zhǔn)》指出,高中階段英語課程的目標(biāo)旨在培養(yǎng)學(xué)生的綜合語言運(yùn)用能力,而綜合語言運(yùn)用能力的形成建立在學(xué)生語言知識(shí)、語言技能、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等素養(yǎng)整體發(fā)展的基礎(chǔ)上。為了幫助學(xué)生達(dá)到課程目標(biāo)的要求,教師需要根據(jù)他們的認(rèn)知水平和性格特點(diǎn),對(duì)其進(jìn)行相關(guān)的語言訓(xùn)練�？茖W(xué)有效的英語課外作業(yè)有助于幫助學(xué)生鞏固語言知識(shí),提升語言技能,培養(yǎng)積極的情感態(tài)度以及自主學(xué)習(xí)能力,從而促進(jìn)學(xué)生的全面發(fā)展。本文將高中英語課外作業(yè)類型作為研究主題,采用樣本分析、問卷調(diào)查以及訪談的方法,對(duì)當(dāng)前高中英語課外作業(yè)類型展開調(diào)查研究。本研究旨在分析當(dāng)前高中英語作業(yè)類型的現(xiàn)狀,發(fā)現(xiàn)其中存在的主要問題,了解學(xué)生和教師對(duì)于不同作業(yè)類型所持態(tài)度,從而幫助教師更好地了解學(xué)生的需要,反思和調(diào)整布置課外作業(yè)的觀念與方法,增強(qiáng)英語課外作業(yè)的多樣性和有效性,使高中英語課外作業(yè)的積極作用得到充分發(fā)揮。研究發(fā)現(xiàn):第一,當(dāng)前高中英語課外作業(yè)類型的現(xiàn)狀不容樂觀,存在的主要問題有:作業(yè)類型相對(duì)單一,缺乏多樣性,不能滿足學(xué)生的興趣與發(fā)展需要;教師傾向于布置知識(shí)鞏固型的作業(yè),拓展型、創(chuàng)造型、實(shí)踐型作業(yè)較少出現(xiàn),學(xué)生的語言應(yīng)用能力和潛在才能得不到充分的發(fā)展;作業(yè)一般由學(xué)生獨(dú)立完成且所有學(xué)生共享相同作業(yè),合作型、個(gè)性化作業(yè)的價(jià)值沒有得到充分發(fā)揮。第二,學(xué)生對(duì)于英語作業(yè)類型的態(tài)度表現(xiàn)在:學(xué)生對(duì)于當(dāng)前英語作業(yè)類型的興趣不夠濃厚,他們希望嘗試更加靈活多樣的英語作業(yè);視聽型、拓展型、合作型作業(yè)是最受學(xué)生喜愛的三種作業(yè)類型;學(xué)生認(rèn)為練習(xí)型、拓展型、視聽型作業(yè)對(duì)他們的英語學(xué)習(xí)幫助最大。第三,教師對(duì)于英語作業(yè)類型的態(tài)度如下:教師在日常教學(xué)中傾向于布置練習(xí)型、預(yù)習(xí)型和拓展型的英語作業(yè),他們希望通過作業(yè)來鞏固課上所學(xué)知識(shí),提升學(xué)生的英語語言技能;教師認(rèn)為練習(xí)型、拓展型以及聽說讀寫的技能訓(xùn)練對(duì)學(xué)生的英語學(xué)習(xí)幫助最大;對(duì)于合作型與個(gè)性化作業(yè),教師承認(rèn)其積極作用,但是面對(duì)實(shí)際教學(xué)的壓力,此類作業(yè)實(shí)施起來有一定難度,教師愿投入更多精力,進(jìn)行探索嘗試�；谏鲜霭l(fā)現(xiàn),本研究結(jié)合相關(guān)作業(yè)案例,對(duì)優(yōu)化英語課外作業(yè)提出了幾點(diǎn)建議,如:改革傳統(tǒng)知識(shí)練習(xí)型作業(yè)、增加技能發(fā)展型作業(yè)、嘗試實(shí)踐應(yīng)用型作業(yè)等,希望能給英語教師以及教育研究者提供一些啟示。
[Abstract]:With the development of the new curriculum reform in our country, great achievements have been made in the reform of English classroom teaching, and some positive changes have taken place in the teaching methods of teachers and students. However, as a continuation and supplement of English classroom teaching, extracurricular homework has not been paid enough attention to, and there are many problems in assignment arrangement. The aim of English course in senior high school is to develop students' comprehensive language use ability, which is based on students' language knowledge, language skills, emotion and attitude. Learning strategies and cultural awareness on the basis of the overall development of literacy. In order to help students meet the requirements of curriculum goals, teachers need to carry out relevant language training according to their cognitive level and personality characteristics. Scientific and effective extracurricular English homework can help students consolidate their language knowledge, improve their language skills, cultivate positive emotional attitude and autonomous learning ability, and thus promote their all-round development. In this paper, the types of English extracurricular assignments in senior high school are taken as the research topic, and the methods of sample analysis, questionnaire investigation and interview are used to investigate the types of English homework in senior high school. The purpose of this study is to analyze the current situation of English homework types in senior high schools, to find out the main problems, and to understand the attitudes of students and teachers towards different types of assignments, so as to help teachers better understand the needs of students. Rethinking and adjusting the ideas and methods of assignment of extracurricular homework, enhancing the diversity and effectiveness of English extracurricular homework, and giving full play to the positive role of English extracurricular homework in senior high school. First, the present situation of English homework types in senior high school is not optimistic, the main problems are: the types of homework are relatively single, lack of diversity, can not meet the interests and development needs of students; Teachers tend to assign knowledge consolidation homework, expansion type, creative type, practice type less, students' language application ability and potential ability can not be fully developed; Homework is usually done by students independently and all students share the same homework. The value of cooperative and individualized homework is not given full play. Second, the students' attitude towards English homework types is shown as follows: students' interest in the current English homework types is not strong enough, they hope to try more flexible and diverse English assignments; Cooperative homework is one of the three most popular types of homework for students. Students think that practice-oriented, extended-based, and audiovisual-based assignments are the most helpful for their English learning. Thirdly, teachers' attitudes towards English homework types are as follows: teachers tend to assign practice, preview and extended English homework in their daily teaching. They hope to consolidate what they have learned in class through homework. To improve students' English language skills, teachers believe that the skills of practice, expansion, listening, speaking, reading and writing are the most helpful to students' English learning; for cooperative and individualized assignments, teachers acknowledge their positive role. However, in the face of the pressure of practical teaching, it is difficult to carry out this kind of homework, and teachers are willing to devote more energy to explore and try. Based on the above findings, this study proposes some suggestions on how to optimize English extracurricular homework, such as reforming traditional knowledge exercises, increasing skills development assignments, and trying practical and practical homework. I hope to provide some enlightenment to English teachers and educational researchers.
【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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