论文摘要
英语是一门充满了美的语言,英语的美体现在语音美、字母和单词的形式美、词的构成美、辞格美等。语音美在它的节奏与韵律,词的构成美在词的合成、词的转换以及词的词义和词性的转化。修辞美在明喻、暗喻、拟人、拟声、平行结构等修辞格的运用。高中英语教材中的美俯首皆是,课文中的思想美也熠熠生辉。马斯洛(1970)的人类需求的层次表明,审美需求是人类的较高层次的需求。一旦审美需求得到满足,人类就会被激发出源源不断的动力。虽然外语教学的改革进行了许多年,但在当今的高中英语教学中普遍存在明显的应试教育倾向等严重问题。束定芳(2004)指出:许多学生学习外语,其主要目标是为了通过某一考试,而且几乎是通过做习题来学外语。这种“题海战术”让教师和学生都不堪其苦,忘记了英语本身的美,教学效果很不理想。审美渗透势在必行。审美渗透能培养学生的审美情趣,开发学生的智力,培养学生的想象力和创造力,使学生的综合素质得到全面发展。本研究从审美教育理论、克拉申的情感过滤假设理论、认知语言学理论和高中英语课程标准理论等和教学实践来探讨英语自身的美;提出高中英语教学中有必要实施审美渗透;高中英语教学应注重学生情感的培养,挖掘英语语言本质美,从各个角度来欣赏这门语言,让学生领悟到这种美,以激发其内心深处对这门语言的喜爱,形成学习这门语言的持久的兴趣;从而调动学生的学习积极性,充分发挥学生的主体作用,调动各种资源、运用各种方法学习这门语言,培养终生学习的能力。我们选取了笔者任教的湖大附中的2006年9月入学的一个人数为50人的高一班级,作为试验班,开展了为期一个学期的教学实验。在实验过程中,我们采取了多种措施实施审美渗透;通过实验前后的问卷调查,收集数据。数据分析表明,本研究证实了在高中英语教学中进行审美渗透有利于提高学生学习英语的兴趣,信心,自主学习能力,协作精神及想象力、创造力等综合人文素养的形成的假设。我们认为教师应该贯彻审美渗透,开发和利用多种教学资源,为学生创设学习英语的外部环境,培养学生良好的学习英语的习惯,指导学生运用高效的学习策略学习,提高教学效果。
论文目录
Abstract摘要List of abbreviationsList of figures and tablesIntroductionChapter One Literature Review1.1 Theoretical bases for aesthetic infiltration1.1.1 Aesthetic education theories1.1.2 Cognitive linguistics theories1.1.3 Krashen's affective filter hypothesis1.1.4 The national curriculum criteria for senior high school EFL teaching1.2 Current researches on aesthetic education1.2.1 Researches on aesthetic education abroad1.2.2 Researches on aesthetic education at home1.3 SummaryChapter Two Significance of Aesthetic Infiltration2.1 The present situation of basic educational reform at home and in foreign countries2.1.1 The present situation of educational reform in China2.1.2 The tendency of basic educational reform in foreign countries2.2 The problems in senior high school EFL teaching in China2.2.1 The situation of the basic education2.2.2 The problems of senior high school EFL teaching2.3 Necessity of aesthetic infiltration in senior high school EFL teaching2.4 Advantages of English aesthetic infiltration2.4.1 Fostering the students' ability in experiencing and appreciating beauty2.4.2 Increasing the students' learning efficiency2.4.3 Cultivating the students' ability of imagination,creativity and intelligence2.4.4 Developing the students' healthy psychology and promote their all-sided development2.4.5 Enlivening people's spirits2.5 SummaryChapter Three The Content of English Aesthetic Infiltration3.1 The beauty in English sounds3.2 The beauty in English letters and words3.3 The beauty in English word formation3.3.1 The beauty in compounds3.3.2 The beauty in conversion3.3.3 The beauty in derivation3.4 The beauty in figures of speech3.4.1 Phonetic stylistic devices3.4.2 Lexical stylistic devices3.4.3 Syntactical stylistic devices3.5 The beauty in humanistic perspective3.6 SummaryChapter Four The Experiment on English Aesthetic Infiltration in Senior High School EFL Teaching4.1 Purpose of the experiment4.2 Subjects of the experiment4.3 Instruments of the experiment4.3.1 Pre-experiment questionnaire4.3.2 Post-experiment questionnaire4.3.3 Post-case-teaching questionnaire4.4 Treatment4.4.1 The procedure4.4.2 A case teaching4.4.3 Techniques applied in the experiment4.5 Data collection and analysis4.5.1 Comparison of the results of pre-experiment questionnaire and post-experiment questionnaire4.5.2 Analysis of the results of post-case-teaching questionnaire4.6 SummaryChapter Five Major Findings and Pedagogical Implications5.1 Major findings5.1.1 Merits of English aesthetic infiltration5.1.2 Major problems in English aesthetic infiltration5.2 Pedagogical Implications5.2.1 Strategies for teachers in English aesthetic infiltration5.2.2 Teaching resources for English aesthetic infiltration5.2.3 Strategies for students in senior high school English learning5.3 Limitations of the research5.4 Suggestions for further researches5.5 SummaryConclusionBibliographyAppendix ⅠAppendix ⅡAppendix ⅢAppendix Ⅳ 攻读教育硕士学位期间论文发表情况Acknowledgements
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标签：英语审美渗透论文; 高中英语教学论文; 实施策略论文;
