农村英语教学以读为优先

论文摘要

为改善“聋哑”英语的现状,“听说领先”的教学方法在我国已强调了多年,然而收效不大,特别在农村“听说领先”的教学方法更不可行。因为英语在我国是作为外语来教,缺乏听说的语言环境,学生没有足够的机会接触英语,而农村的英语教学条件更差；再因听说领先不适合中国农村的语言教学的客观规律和农村学生的心理特点及课堂教学实际。因此,作者提出农村英语教学以“读”优先的教学设想。本文陈述了读的重要性；从班级规模,教学设备,师资水平,学生能力,母语的干扰,学习目的,学习氛围等分析了我国目前农村英语教学的现状,这些状况不利于开展听说领先的教学活动；另外还引用输入理论——按照学习规律,输入先于输出；也对听说领先的方法提出质疑；同时还列举了国内外许多专家对以读领先的教学方法的共识；之后,作者叙述了读对听说写的提高有不同的促进作用。此文章试图通过教学实验来回答下面的问题：以读领先的教学方法是否在提高学生听说写等方面的能力比传统的教学方式更有效。本研究的实验对象是三明市淮土中学八年级(1,3)班的学生。两个班分别为控制班和实验班。实验班采用读优生的教学方法,教学教程中注重学生的朗读、背诵、精读和课后的泛读；控制班采用传统的五步教学法授课方式。经过一学年的实验,研究者对两个班的前后测听力和写作成绩进行比较。由于农村中学还没合适的方法来检测学生的说的能力,研究者只在理论上给予阐述。实验结果表明,读优先的教学方法在提高学生的听力和写作成绩比传统方法好得多。

论文目录

• 摘要
• Abstract
• 中文文摘
• Synopsis
• Contents
• Chapter One Introduction
• 1.1 Significance of the Study
• 1.2 Scope and Objections of the Research Project
• 1.3 The Organization of the Thesis
• Chapter Two Definition and Reasons
• 2.1 Definition
• 2.2 Importance of Reading
• 2.2.1 Roles of Reading
• 2.2.2 Analyses of All Kinds of Tests at Home and Abroad
• 2.2.3 English Proficiency Requirement of Employers
• 2.2.4 The Economic Significance of Reading
• 2.3 The Current Situations of the Rural English Teaching
• 2.3.1 Scale of Class and Facilities of School
• 2.3.2 Reasons on the Part of Teachers
• 2.3.3 Reasons on the Part of Students
• 2.3.4 Learning Purposes
• 2.3.5 Interference of Native Language
• 2.3.6 Learning Atmosphere
• Chapter Three Literature Review
• 3.1 Input Hypothesis
• 3.2 Questoins on Listening and Speaking First
• 3.3 Expers' Viewpoints
• Chapter Four the Influences of Reading on Listening,Speaking and Writing
• 4.1 The Influence of Reading on Listening
• 4.2 the Influence of Reading Aloud on Speaking
• 4.3 the Influence of Reading on Writing
• Chapter Five Research Methodology and the Analysis of the Results
• 5.1 The Objective of the Experiment
• 5.2 The Subjects of the Experiment
• 5.3 The Methods
• 5.4 Materials Used in the Experiment
• 5.5 Research procedures
• 5.5.1 the Pre-test
• 5.5.2 the Post-test
• 5.6 Discussion and Analyses
• Chapter Six Conclusion
• 6.1 Summary
• 6.2 Findings and Implications
• 6.3 Limitations and Further Research
• References
• Appendix 1
• Appendix 2
• Acknowledgements