故事教学在小学英语课堂中的运用Word格式文档下载.docx
《故事教学在小学英语课堂中的运用Word格式文档下载.docx》由会员分享,可在线阅读,更多相关《故事教学在小学英语课堂中的运用Word格式文档下载.docx(29页珍藏版)》请在冰豆网上搜索。
NameofSupervisor:
TitleofSupervisor:
ForeignLanguagesDepartment
May25,2013
昌吉学院
本科毕业论文(设计)
论文(设计)分类号:
密级:
无
系院:
外语系
学科门类:
文学
专业:
英语
学号:
姓名:
指导教师:
教师职称:
毕业论文原创性声明
本人郑重声明:
所呈交的论文是本人在导师的指导下独立进行研究所取得的研究成果。
除了文中特别加以标注引用的内容外,本论文不包含任何其他个人或集体已经发表或撰写的成果或作品。
本人完全意识到本声明的法律后果由本人承担。
作者签名:
年月日
毕业论文版权使用授权书
本毕业论文作者完全了解学院有关保存、使用毕业论文的规定,同意学院保留并向有关毕业论文管理部门或机构送交论文的复印件和电子版,允许论文被查阅和借阅。
本人授权本学院及以上级别优秀毕业论文评选机构将本毕业论文的全部或部分内容编入有关数据库以资检索,可以采用复印、缩印或扫描等复制手段保存和汇编本毕业论文。
声明人签名:
导师签名:
年月日年月日
摘要
新课程标准中对小学阶段英语课程的目标做出了如下的描述:
“激发学生学习英语的兴趣,培养他们英语学习的积极态度,使他们初步建立学习英语的自信心。
”随着中国新课程改革的步伐,许多教育工作者进行了大量的研究,并提出了各种各样的教学方法,其中“故事教学”就是众多方法中的有效方法之一。
故事教学符合小学生的心理特点,有利于激发学生的学习兴趣和学习动机,是小学老师经常使用的一种教学策略。
故事教学在老师的正确操作下,能够激发学生学习英语的积极性,丰富学习内容,提高学生学习效果,实现真正的英语教学目的。
该实证研究的对象是昌吉市第八小学三年级4班和6班的53名学生,年龄均在9-10岁。
在实验过程及结束后,采用问卷调查和测试的方法,通过调查结果来分析传统教学和故事教学下小学生英语学习效果的差异。
实验研究得出以下结论:
1、学生对故事教学法持支持态度。
2、学生通过故事教学法能够增强英语学习的兴趣和热情。
3、故事教学法和传统教学法相比,学生的英语成绩有明显提高。
关键词:
故事教学;
有效教学;
小学英语教学
Abstract
Accordingtotheprimaryschoolcurriculumstandards,thepurposeofprimaryschoolEnglishteachingistoarousethestudents'
interestinlearningEnglishandenthusiasm,developstudents’abilityofdoingthingsandestablishinitialconfidenceinEnglishlearning.WiththepeaceofthenewcurriculumreforminChina,researchershavedonealotofworkandintroducedmanyeffectiveEnglishteachingmethods,andthe“StoryTeaching”isoneofthem.
Thestoryteachingfitspupils'
psychologicalcharacteristicsanditcanstimulatestudents'
interestandmotivationinEnglishlearning.Itisateachingstrategyfrequentlyusedbyteachersinprimaryschools.Underthecorrectinstructionoftheteachers,thestoryteachingcanstimulatestudents'
enthusiasm,enrichstudents'
learningcontents,enhancestudents'
learningefficiency,andthustrulyachievethepurposeofEnglisheducation.
Thesubjectsofthestudyare106third-gradestudentsfromNo.8OrdinaryPrimarySchoolinChangji,Xinjiang,withanaverageageof9to10.Duringandattheendofthestudy,questionnairesandtestwereemployedinthisexperimentandtheresultswereanalyzedtocomparethedifferentlearningeffectbetweenthetraditionalteachingandthestoryteaching.
Theconclusionsaregotasfollows:
1.Students’haveapositiveattitudetowardstoryteaching.
2.StudentscanenhancetheirenthusiasmandinterestinstudyingEnglishthroughstoryteaching.
3.Comparedwiththeteachingactivitiesundertheguidanceofthetraditionalteachingmethod,studentscanenhancetheirEnglishgradesbystoryteaching.
Keywords:
Storyteaching;
Effectiveteaching;
PrimarySchoolEnglishteaching
Contents
摘要I
AbstractII
Introduction1
1.LiteratureReview2
1.1StoryTeaching2
1.1.1TheDefinitionofStoryTeaching2
1.1.2TheCharacteristicsofStoryTeaching.2
1.1.3TheFunctionofStoryTeaching3
1.2PrinciplesthatStoryTeachingShouldFollow3
1.3RelatedStudiesbothatHomeandAbroad4
2.Methodology6
2.1StatementsofResearchQuestions6
2.2Subjects6
2.3Instruments7
2.4Procedures7
3.ResultsandAnalysis8
3.1DataAnalysisBasedontheQuestionnaire8
3.2DataAnalysisBasedontheTestpaper12
4.Discussion14
4.1Findings14
4.2Implications14
Conclusion16
References17
Acknowledgments18
AppendixⅠ19
AppendixⅡ22
Introduction
Recently,researchersbegintopaymoreandmoreattentiontotheimportanceofstoryteachinginEnglishlearningandteaching,andEnglishelementaryeducationdevelopsunceasinglyaswellastheteachingmethods.Thecrucialperiodforlanguagedevelopmentisduringtheprimaryschooleducationperiod,thereforesettingupandhavingEnglishclassesinthisperiodisnotonlyinaccordancewiththephysiologicalandpsychologicalcharacteristicsoflearners,butalsoinaccordancewiththerulesoflanguageacquisitionandmayeffectivelypromotethedevelopmentofthelearner'
smothertongueandtheforeignlanguageproficiencysynchronically.
ThestoryteachinghasbeenwidelyusedintheprimaryschoolEnglishteaching.Listeningtostoriesisasharedsocialexperience.Childrensharelaughter,sadness,excitementandanticipation.Thisbuildsconfidenceandencouragessocialandemotionaldevelopment.
Thestoryteachingisnotsetinstone.Itwoulddevelopchildren’scooperationandcoordinationability,stimulatestudents'
interestinlearningEnglishandenhancethequalityofteaching.Alltheeducationalistsandpractitionersholdapositiveattitudetowardsstories,thereforeitismeaningfultoapplystoriesintoEnglishteachingandlearningespeciallyforkids.Asayounglearner,learningoracquisitionofaforeignorsecondlanguagemeanslittledifference.Thecontentoflearningwillbeofgreatimportance.Storiescannotonlysatisfytheyounglearnerspsychologicallyandphysiologically,butcanalsoprovidecontextsforunderstandingtheculture,whichwillgeneratepositiveattitudetothesecondlanguageandprovidethecontextformemorizingwordsandphrasesandsoon,aswellasabasisforfurtherlearning.Storiescontributealottolanguageproficiencydevelopment.
ThispaperintendstofindouttheeffectivenessofadoptingstoryteachingintheprimaryschoolEnglishteaching.Specifically,hypothesesareasfollows:
1.Whatarestudents’attitudestowardsstoryteaching?
2.Canstudentsenhancetheirenthusiasmandinterestbyusingstoryteaching?
3.Canstudentsenhancetheirgradesbyusingstoryteaching?
Asawayofexperiencingtheworld,thestoryteachingcanarousemoreandmoreteachers'
interestandberegardedasoneofthemosteffectivewaystobeappliedintoEnglishteachingintheprimaryschools.
1.LiteratureReview
Thischapterreviewsthedefinitions,characteristics,functionsandprinciplesonstoryteaching.Italsoincludesthatresearchonstoryteachingathomeandabroad.Thischapterwillconductaliteraturereviewtogetanenlighteninginsight.
1.1StoryTeaching
1.1.1TheDefinitionofStoryTeaching
ThestoryteachingisamodeofEnglishteaching.Throughcreatingastorysituation,itcanmakestudentscompletethestoryfreely,anddevelopstudents’languageabilitybyrepeatingthestory.Teachersbasedontheteachingcontentinterspersedwithsomebriefshortstoryinorder
that
every
student
might
understandandattractstudents'
attentionandstimulateinterestinthestudents’lectures.Itisaneasyteachingmethodtounderstandandstudyalanguage.Thestoryteachingmethodisparticularlysuitableforlow-gradestudentsintheclassroomteaching,thestoryistheportalofthechildrentounderstandtheworld,anditscharmisendlessforchildren.Accordingtotheagecharacteristicsandlearningstrategiesofthepupils,teacherscanmakeupinterestingstoriesoutofthenewteachingcontentstocreatelivelyandvividlanguageenvironmentandstimulatethepupils’interestinEnglish.
TherearetwocommonstoryteachingwaysinprimaryEnglishteaching.Thefirstwayofteachingistoputthestoryinfrontofeachunit,andthenteachersuseasmallstorytopresentthemainteachingcontentofthisunit,afterthat,allthelearningcontentandlearningactivitiesarecarriedoutbystories.Thesecondwayofteachingistoputthestoryonthebackofaunit,takeitasamaterialtoreviewandhelpstudentstodevelopnewknowledgepoints,andcultivatethestudents'
interestinEnglishreadingandtheabilityofexpression,providestudentswithafurtheropportunitytolearnEnglish.
1.1.2TheCharacteristicsofStoryTeaching.
Thispart,weputforwardfourfeaturesofstoryteachingonEnglishteaching.
Firstofall,Hendricksonhaspointedoutthatlanguage,pragmaticsandculturalfeaturesarecontainedinEnglishstory,itcouldgreatlylimitsforlearnerstoprovidecomprehensibleinput,atthesametimecanhelplearnersintelligibilityoutput.Inshort,wecreatethesituationsinthestory,thecharacterofstory,aswellaslanguagewhichcouldhelpstudentsbetterunderstandthelanguageandtheuseoflanguage.
Inaddition,storiesinEnglishteachingaremorelively,simpleandbright.Howhappenedoftheherointhestory?
Hehasbecomethefocusinstudents’eyes,andstudentshavedesiredforfurtherstudy,undertheguidanceofteachers,studentsareself-initiativetolearnlanguagebythemselves.
Next,storyteachingalsohasthecharacteristicsoftheexpansibility,aswellaslanguagelearning,thestoryteachingisnotsetinstone,italsocanbeusedasawayofclassroomimport,whilecanbeusedasthefinalexpandinglinks.WhiletheteachertellsawonderfulEnglishstory,studentscanperformitbyusingtheEnglishvocabulary,sentencepatternsthattheyhavelearned.
Finally,asotherformsofactivitiesinEnglishteaching,theultimategoalofstoryteachingistoenhancechildren'
sEnglishability.Englishstoriesareplayinganimportantroleinchildren'
ssociality,individuality,aesthetic,andmanyotheraspects
1.1.3TheFunctionofStoryTeaching
ThestoryteachinghasbeenwidelyusedintheprimaryschoolEnglishteaching.Thismethodcanstimulatestudents'
interestinlearningEnglishandenhancethequalityofteaching,andthestoryteachinginprimaryschoolhasthefollowingimportantroleinEnglishteaching.
Firstly,storyteachingcanenhancestudents’Englishlearning