内容依托式教学法在高中英语语法教学中的应用研究
发布时间：2024-03-01 02:39
在中国,高中是英语学习的重要阶段,而高中英语语法是高中英语学习中的重点和难点之一,也一直是英语教学领域关注和研究的热点。传统的英语课堂教学中,大多数老师采用演示法进行语法教学,先对语法知识和语法规则进行讲解,然后布置大量习题让学生反复练习,过分地强调语法知识的讲解和机械操练。用单调的教学方法讲解枯燥乏味的语法内容,难免使语法课堂气氛沉闷,学生学习积极性差,课堂效率较低。因而,如何更好地讲授语法提高学生对语法学习的兴趣,使语法知识更容易被学生理解和接受成为很多外语界学者和一线英语教师研究的焦点。内容依托式教学法(CBI)起源于20世纪60年代在加拿大蒙特利尔开展的沉浸式教学实验,之后发展成为一种重要的教学方法。它在一定程度上打破了传统外语教学中人为地将语言要素和内容分割开的现象,注重将语言学习和学科内容相结合,将语言教学基于某个学科或某种主题内容来进行,在国外外语教学中取得了显著效果,因而引起国内外语界学者和研究者的关注。近年来,国内虽有很多学者和研究者对内容依托式教学法进行了不少相关的理论和实证研究,但对于将其应用于高中英语语法教学中的研究却屈指可数。因此,笔者尝试将该方法应用于高中的...
【文章页数】：88 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Research Questions
1.4 Research Methods
1.5 Structure of the Study
Chapter Two Literature Review
2.1 Previous Studies on Grammar Teaching at Home and Abroad
2.1.1 Studies on Grammar Teaching Abroad
2.1.2 Studies on Grammar Teaching at Home
2.2 Previous Studies on CBI at Home and Abroad
2.2.1 Studies on CBI Abroad
2.2.2 Studies on CBI at Home
2.3 Previous Studies on CBI Used in English Grammar Teaching
Chapter Three Theoretical Foundation
3.1 Content-based Instruction
3.2 Input Hypothesis Theory
Chapter Four Research Design
4.1 Research Hypotheses
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Questionnaires
4.3.2 Tests
4.3.3 SPSS
4.4 Research Procedures
4.4.1 Pre-experiment
4.4.2 While-experiment
4.4.3 Post-experiment
4.5 A Teaching Sample Based on CBI
Chapter Five Data Analysis and Discussion
5.1 Analysis of the Questionnaires
5.1.1 Analysis of the Pre-questionnaire
5.1.2 Analysis of the Post-questionnaire
5.2 Analysis of Test Results
5.2.1 A Comparison of Pre-test Scores between the Experimental Class and the Control Class
5.2.2 A Comparison of Post-test Scores between the Experimental Class and the Control Class
5.2.3 A Comparison between Pre-test Scores and Post-test Scores of the Control Class
5.2.4 A Comparison between Pre-test Scores and Post-test Scores of the Experimental Class
5.3 Discussion
Chapter Six Conclusion
6.1 Major Findings
6.2 Teaching Implication
6.3 Limitations and Suggestions
Bibliography
Appendix Ⅰ Pre-questionnaire
Appendix Ⅱ Post-questionnaire
Appendix Ⅲ Pre-test
Appendix Ⅳ Post-test
本文编号：3915310
【文章页数】：88 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Research Questions
1.4 Research Methods
1.5 Structure of the Study
Chapter Two Literature Review
2.1 Previous Studies on Grammar Teaching at Home and Abroad
2.1.1 Studies on Grammar Teaching Abroad
2.1.2 Studies on Grammar Teaching at Home
2.2 Previous Studies on CBI at Home and Abroad
2.2.1 Studies on CBI Abroad
2.2.2 Studies on CBI at Home
2.3 Previous Studies on CBI Used in English Grammar Teaching
Chapter Three Theoretical Foundation
3.1 Content-based Instruction
3.2 Input Hypothesis Theory
Chapter Four Research Design
4.1 Research Hypotheses
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Questionnaires
4.3.2 Tests
4.3.3 SPSS
4.4 Research Procedures
4.4.1 Pre-experiment
4.4.2 While-experiment
4.4.3 Post-experiment
4.5 A Teaching Sample Based on CBI
Chapter Five Data Analysis and Discussion
5.1 Analysis of the Questionnaires
5.1.1 Analysis of the Pre-questionnaire
5.1.2 Analysis of the Post-questionnaire
5.2 Analysis of Test Results
5.2.1 A Comparison of Pre-test Scores between the Experimental Class and the Control Class
5.2.2 A Comparison of Post-test Scores between the Experimental Class and the Control Class
5.2.3 A Comparison between Pre-test Scores and Post-test Scores of the Control Class
5.2.4 A Comparison between Pre-test Scores and Post-test Scores of the Experimental Class
5.3 Discussion
Chapter Six Conclusion
6.1 Major Findings
6.2 Teaching Implication
6.3 Limitations and Suggestions
Bibliography
Appendix Ⅰ Pre-questionnaire
Appendix Ⅱ Post-questionnaire
Appendix Ⅲ Pre-test
Appendix Ⅳ Post-test
本文编号：3915310
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