体验式学习理论在初中英语语法教学中的应用研究

发布时间：2024-04-12 00:28

　　体验式学习理论要求教师依据教学内容为学生创设一个真实或接近真实的语言环境。近几年来,国内外许多专家学者都对此理论及其运用展开了研究。但是,将其运用于英语语法教学的还不多。因此,笔者尝试把体验式学习理论运用到初中英语语法课堂中,拟解决以下两个问题:(1)体验式学习理论对初中生英语语法学习策略和学习态度会产生什么影响?(2)体验式学习理论对初中生的英语学习成绩会产生什么影响?为了回答以上问题,自2016年9月始到2016年12月止,作者在郑州一中经开实验学校开展了为期大约18周的教学实验。参加本次教学实验的是来自本校八年级两个班的100位学生,每个班50人,其中一个班为控制班,另一个为实验班。在实验期间,控制班采用传统的方法进行英语语法教学,而实验班采用体验式学习方法。为了调查实验前后控制班和实验班学生学习英语语法的兴趣和学习效果,作者使用了前后调查问卷和前后测试作为研究工具。分析前后调查问卷取得的数据,作者发现,经过相同时长的教学,相比实验前,实验班的学生对英语语法学习的态度更加积极主动。通过分析两个班的前测和后测数据,作者发现,体验式学习方法更加有助于提高学生英语语法的成绩,这也证实了...

【文章页数】：81 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
ABSTRACT
摘要
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Research Questions
    1.4 Methods of the Research
    1.5 Structure of the Thesis
Chapter Two Literature Review
    2.1 Related Studies on Experiential Learning Theory Abroad and at Home
        2.1.1 Related Studies on Experiential Learning Theory Abroad
        2.1.2 Related Studies on Experiential Learning Theory at Home
    2.2 Related Studies on English Grammar Teaching
    2.3 Related Studies on the Application of Experiential Learning Theory to EnglishGrammar Teaching
    2.4 Summary
Chapter Three Theoretical Framework
    3.1 Constructivism—Theoretical Basis of Kolb’s Experiential Learning Theory
    3.2 Experiential Learning and Kolb’s Experiential Learning Cycle
        3.2.1 Features of Experiential Learning
        3.2.2 Experiential Learning Cycle
    3.3 Summary
Chapter Four Research Design
    4.1 Research Participants
    4.2 Research Instruments
        4.2.1 Questionnaires
        4.2.2 Tests
        4.2.3 SPSS software
    4.3 Research Procedure
        4.3.1 Pre- questionnaire
        4.3.2 Pre-test
        4.3.3 Teaching Design
        4.3.4 Post- test
        4.3.5 Post-questionnaire
        4.3.6 Sample Lesson in EC
Chapter Five Data Analysis and Discussion
    5.1 Analysis of the Questionnaires
        5.1.1 Analysis of Questionnaires in CC
        5.1.2 Analysis of Questionnaires in EC
    5.2 Analysis of Pre-test and Post-test in CC and EC
        5.2.1 Comparative Analysis of Pre-test in CC and EC
        5.2.2 Comparative Analysis of Post-test in CC and EC
        5.2.3 Comparative Analysis of Pre-test and Post-test in CC
        5.2.4 Comparative Analysis of Pre-test and Post-test in EC
    5.3 Discussion
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Research
    6.4 Suggestions for Further Study
Bibliography
Appendix Ⅰ Questionnaire I
Appendix Ⅱ Questionnaire II
Appendix Ⅲ Pre-test Paper
Appendix Ⅳ Post-test Paper
Appendix Ⅴ Scores of Pre-test and Post-test in EC and CC



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