基于建构主义学习理论的英语教学传递策略设计研究
发布时间：2023-10-29 18:05
在我国英语课程大力改革的背景下,英语教师愈加重视教学的效果和学生的学习效果。教师们在自身的实践中积极探索,努力尝试各种途径以提高教学效果。我国英语课堂教学效率低的一个重要因素是由于教学信息传递效率不高。鉴于此,笔者选定基于建构主义学习理论的英语教学传递策略设计进行研究,目的在于为我国英语教师从提高教学信息的传递效率来提高教学效果提供理论支持和实践指导。 本文针对中国英语课堂教学的英语教学信息传递和传递策略设计中存在的问题,创新性的将建构主义学习理论、传播学理论和教学设计结合起来,阐述教学信息的流向和教学信息传递的有效性,详细论述英语教学传递策略设计的原则和方法,从而能够给英语教师提供英语教学传递策略设计的理论支持：并选定四川省川师附中进行课堂观摩,充分结合英语课堂教学实际,针对不同知识类型的英语教学、不同语言技能的教学和不同学习风格学生的教学,提出可操作的英语教学传递策略设计模式。 全文共分为六章。 第一章说明了本研究的目的、过程及意义。 第二章就前人有关英语教学传递策略设计研究的理论做了综述。 第三章以建构主义学习理论为指导,结合多种传播模式,在罗密佐斯基的双向传播模式基础上,针对不...
【文章页数】：87 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter One Introduction
1.1 Research background
1.2 Purpose and significance of the study
1.3 Structure of the study
Chapter Two Theoretical Foundation for English Instructional Delivery Strategy Design
2.1 Basic theories
2.1.1 The learning theory of constructivism
2.1.2 Instructional delivery strategies and communication
2.1.3 Instructional design
2.1.4 Interface hypothesis
2.2 English instructional modes in constructivism
2.2.1 Scaffolding instruction
2.2.2 Anchored instruotion
2.2.3 Random access instruction
2.3 Literature review about communication theories
2.3.1 Lasswell's model
2.3.2 Channon Weaver model
2.3.3 Romiszowski's bidirectional model
2.3.4 Osgood and Schramm circular model
2.3.5 SMCR model of D.Berlo
Chapter Three Principles and Modes for English Instructional Delivery Strategies'Design
3.1 Relationship between instructional strategies and instructional design
3.2 The relationship between instructional strategies and instructional modes
3.3 The principle and mode for instructional delivery strategy design of different knowledge
3.3.1 Classifications of knowledge
3.3.2 Knowledge construction
3.3.3 The principles and mode for instructional delivery strategy design of declarative knowledge
3.3.3.1 The study of declarative knowledge
3.3.3.2 The principles and mode for declarative knowledge instructional delivery
3.3.4 The principles and mode of instructional delivery strategies design of procedural knowledge
3.3.4.1 The study of procedural knowledge
3.3.4.2 The principles and mode for procedural knowledge instrucitonal delivery
3.3.5 The principles and mode for instructional delivery strategies design of strategic knowledge
3.3.5.1 The study of strategic knowledge
3.3.5.2 The principles and mode for strategic knowledge instructional delivery
3.4 The principles and mode for instructional delivery strategies design of language skills
3.4.1 The principles for instructional delivery stratgies of language skills
3.4.2 The modes for instructional delivery strategies of language skills
3.5 The principles and mode for instructional delivery strategies design of different learning styles studentS
3.5.1 Theory of learning styles
3.5.2 Classifications of learning styles
3.5.3 The principles and modes for different learning styles students' instructional delivery
Chapter Four Analysis of Case Study in Affiliated Middle School Attached to SichuanJormal University
4.1 Purpose of the study
4.2 Methodology
4.3 Subjects
4.4 Case analysis of instructional delivery strategy's design for different types of knowledge
4.4.1 Analysis of the practical cases of instructional delivery strategy design of declarative knowledge
4.4.2 Analysis of the practical case of instructional delivery strategy design of procedural knowledge
4.4.3 Analysis of the practical case of instructional delivery strategy's design of strategic knowledge
4.5 Analysis of the practical case of instructional delivery strategy's design of English "listening-speaking" classroom instruction
4.6 Analysis of the practical case of instructional delivery strategy's design ofdifferent learning style students
Chapter Five Suggestions for Practicing English Instructional Delivery Strategies
5.1 The cultivation of cognitive strategy
5.2 The cultivation of regulation strategy
5.3 The cultivation of communicative strategy
5.4 The cultivation of resource strategy
Chapter Six Conclusions
Bibliography
Acknowledgements
本文编号：3858588
【文章页数】：87 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter One Introduction
1.1 Research background
1.2 Purpose and significance of the study
1.3 Structure of the study
Chapter Two Theoretical Foundation for English Instructional Delivery Strategy Design
2.1 Basic theories
2.1.1 The learning theory of constructivism
2.1.2 Instructional delivery strategies and communication
2.1.3 Instructional design
2.1.4 Interface hypothesis
2.2 English instructional modes in constructivism
2.2.1 Scaffolding instruction
2.2.2 Anchored instruotion
2.2.3 Random access instruction
2.3 Literature review about communication theories
2.3.1 Lasswell's model
2.3.2 Channon Weaver model
2.3.3 Romiszowski's bidirectional model
2.3.4 Osgood and Schramm circular model
2.3.5 SMCR model of D.Berlo
Chapter Three Principles and Modes for English Instructional Delivery Strategies'Design
3.1 Relationship between instructional strategies and instructional design
3.2 The relationship between instructional strategies and instructional modes
3.3 The principle and mode for instructional delivery strategy design of different knowledge
3.3.1 Classifications of knowledge
3.3.2 Knowledge construction
3.3.3 The principles and mode for instructional delivery strategy design of declarative knowledge
3.3.3.1 The study of declarative knowledge
3.3.3.2 The principles and mode for declarative knowledge instructional delivery
3.3.4 The principles and mode of instructional delivery strategies design of procedural knowledge
3.3.4.1 The study of procedural knowledge
3.3.4.2 The principles and mode for procedural knowledge instrucitonal delivery
3.3.5 The principles and mode for instructional delivery strategies design of strategic knowledge
3.3.5.1 The study of strategic knowledge
3.3.5.2 The principles and mode for strategic knowledge instructional delivery
3.4 The principles and mode for instructional delivery strategies design of language skills
3.4.1 The principles for instructional delivery stratgies of language skills
3.4.2 The modes for instructional delivery strategies of language skills
3.5 The principles and mode for instructional delivery strategies design of different learning styles studentS
3.5.1 Theory of learning styles
3.5.2 Classifications of learning styles
3.5.3 The principles and modes for different learning styles students' instructional delivery
Chapter Four Analysis of Case Study in Affiliated Middle School Attached to SichuanJormal University
4.1 Purpose of the study
4.2 Methodology
4.3 Subjects
4.4 Case analysis of instructional delivery strategy's design for different types of knowledge
4.4.1 Analysis of the practical cases of instructional delivery strategy design of declarative knowledge
4.4.2 Analysis of the practical case of instructional delivery strategy design of procedural knowledge
4.4.3 Analysis of the practical case of instructional delivery strategy's design of strategic knowledge
4.5 Analysis of the practical case of instructional delivery strategy's design of English "listening-speaking" classroom instruction
4.6 Analysis of the practical case of instructional delivery strategy's design ofdifferent learning style students
Chapter Five Suggestions for Practicing English Instructional Delivery Strategies
5.1 The cultivation of cognitive strategy
5.2 The cultivation of regulation strategy
5.3 The cultivation of communicative strategy
5.4 The cultivation of resource strategy
Chapter Six Conclusions
Bibliography
Acknowledgements
本文编号：3858588
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