生态教学理论指导下的研究生《英语教学法》课程设计研究

发布时间：2023-04-26 20:12

　　《国家中长期教育改革和发展规划纲要(2010-2020年)》要求加大对教师的培训力度,努力造就一支相对稳定、有高尚思想道德品质、较高科学文化素质的教师队伍。《英语教学法》课程是高校英语研究生准备从事英语教育的必修课程,也是英语教师职业培训的核心内容之一,该课程设计合理与否直接关系到未来英语教师的发展及其综合素质的培养。然而,绝大多数的研究都是围绕如何讲授教学方法,对于该课程的设计是否合理,是否满足学生的需求关注较少。本研究把生态教学理论与英语课程设计理论相结合,应用到《英语教学法》课程设计中,从而,更加合理地构建英语教学法课程设计模式。本研究以需求分析为切入点,以生态教学理论为指导,以省内外12所院校英语专业研究生及部分老师为研究对象,通过问卷和访谈的形式调查省内外高校《英语教学法》课程设计的现状及学生的需求;以定量分析和定性分析为研究方法,对调查结果进行收集、汇总和分析,提出高校英语专业研究生《英语教学法》课程设计的新模式。调查结果显示:大多数高校的硕士研究生《英语教学法》课程设计不是很合理,不能满足学生的目标需求和学习需求。主要体现在以下五方面:教学目的不够明确;教学内容缺乏新颖性...

【文章页数】：76 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of the Research
        1.3.1 Theoretical Significance
        1.3.2 Practical Value
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Foreign Language Curriculum Design Theory
        2.1.1 Curriculum Design
        2.1.2 Basic Principles of Curriculum Design
        2.1.3 Standards of Curriculum Design
        2.1.4 Curriculum Elements
        2.1.5 Importance of Curriculum Design
    2.2 Ecological Curriculum Theory
        2.2.1 Definition of Ecology
        2.2.2 Educational Ecology
        2.2.3 Ecological Curriculum Design Philosophy
        2.2.4 Classroom Ecology
        2.2.5 Characteristics of Ecological Curriculum
        2.2.6 Factors Influencing Classroom Ecology
    2.3 Needs Analysis for Curriculum Design
        2.3.1 Definitions of Needs
        2.3.2 General Conception of Needs Analysis
    2.4 Current Studies on English Teaching Methodology Course Design ofPostgraduates
        2.4.1 Researches Abroad
        2.4.2 Researches at Home
Chapter Three Research Design and Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Design
    3.4 Instruments
        3.4.1 Documentary Research
        3.4.2 Questionnaires
        3.4.3 Interviews
    3.5 Data Collection
        3.5.1 Data collection
        3.5.2 Research Procedures
Chapter Four Data analysis and Discussions
    4.1 Discussion of Questionnaire
        4.1.1 Analysis on the Present Situation of English Teaching Methodology Course
        4.1.2 Students’ Needs Analysis
    4.2 Results of Interviews
        4.2.1 Results of Teachers’ Interview
        4.2.2 Results of Students’ Interview
    4.3 English Teaching Methodology Course Design Model Guided by EcologicalTeaching Theory
        4.3.1 Teaching Schema for the Methodology Course
        4.3.2 An Outline for Teaching Notes of a Concrete Unit
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications of the Research
    5.3 Limitations of the Research
    5.4 Suggestions for Further Research
BIBLIOGRAPHY
APPENDIXⅠ
APPENDIX Ⅱ
APPENDIX Ⅲ
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ACKNOWLEDGEMENTS



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