基于问题的学习在中学英语教学中的运用

论文摘要

《英语课程标准》强调学生转变学习方式、独立思考、与他人合作。基于问题的学习是以问题为基础来展开学习和教学的一种教学模式,是以学生为中心的学习方式。在该模式中,教师是课程设计者、指导者和评价者。这种学习的目的在于培养学生的内在学习动机,为学生打下深厚而灵活的知识基础,让学生具备有效解决问题的能力和自主学习、合作学习等终身学习的技能。近十年来,基于问题的学习方法受到国内外许多学者的关注并在高校和中小学教育中得到证实。这方面的研究主要面向自然学科,很少用于中学英语教学中。本研究的目的是想通过实证的方法,探究基于问题的学习法用于七年级英语教学的可行性和有效性。为了验证基于问题的学习在中学英语教学中的可行性和有效性,本论文采用文献综述和实证的方法进行研究。论文首先分析了目前中学英语教学中存在的问题,并通过评述“基于问题学习法”（Problem-based learning,在本文中简称PBL）的教学理论和优势,从理论上分析了“基于问题学习法”的可行性。然后,本人根据第一学期期末的问卷调查结果,将11班的同学分为11个小组来开展为期9周的基于问题的学习。除问卷外,本项研究还运用了听课记录和有关语法的前后测。这些结果证明,基于问题的学习能激发学生学习英语的兴趣和热情,改变学生对英语学习的态度和信念,提高学生的能力,改善师生关系。本项研究证实,在中学英语教学中,基于问题的学习具有可行性和应用潜力,具有推广价值。最后,本文也指出了本项研究的局限性,提出了进一步研究本课题的建议。

论文目录

• 中文摘要
• Abstract
• 中文文摘
• Synopsis
• Chapter One Introduction
• 1.1 Research Orientation and Object
• 1.2 Rationale for the Study
• 1.2.1 A Brief History of English Language Teaching and Learning in China
• 1.2.2 Current EFL Teaching and Learning in China
• 1.2.3 The Demand of the English Curriculum Standards （ECS）
• 1.3 Methodology
• 1.4 Organization of the Thesis
• Chapter Two Literature Review
• 2.1 The Definition of PBL
• 2.2 The Development of PBL
• 2.3 Theoretical Perspectives on PBL
• 2.3.1 Constructivism Theory
• 2.3.2 Humanistic Theory
• 2.4 The PBL Processes
• 2.4.1 Presentation of the "ill-structured" problem
• 2.4.2 Assigning roles
• 2.4.3 Developing a problem statement from the students' analysis of what they do and do not know
• 2.4.4 Listing possible actions, recommendations, or solutions
• 2.4.5 Preparing for self-directed learning
• 2.4.6 Listing information, resources, processes, etc. needed to solve the problem
• 2.4.7 Accessing, evaluating, learning, and utilizing information
• 2.4.8 Presenting and supporting the learning and readdressing the problem
• 2.4.9 Assessment
• 2.5 Collaborative learning in PBL
• 2.6 Advantages of PBL
• 2.6.1 Emphasis on Meaning, Not Facts
• 2.6.2 Increased Self Direct
• 2.6.3 Higher Comprehension and Better Skill Development
• 2.6.4 Interpersonal Skills and Teamwork
• 2.6.5 Self-Motivated Attitude
• 2.6.6 Facilitator-Student Relationship
• 2.6.7 Levels of Learning
• 2.7 Some Successful PBL Activities at Home and Abroad
• Chapter Three Research
• 3.1 Research Hypotheses
• 3.2 Subjects
• 3.3 Instruments
• 3.3.1 Two questionnaires
• 3.3.2 Pre-test and Post-test
• 3.3.3 Audit Records
• 3.4 Procedure of the Research
• 3.4.1 Train the Tutors
• 3.4.2 Generate Problems
• 3.4.3 Design Groups
• 3.4.4 Collect, present and share information
• 3.4.5 Generate selective presentation and decide the best presentation methods
• Chapter Four Data Presentation and Results
• 4.1 Data from the Questionnaires
• 4.2 Data from the pre-test and Post-test
• 4.3 Data from Audit Records
• Chapter Five Discussion
• 5.1 Findings
• 5.1.1 Stimulate the Students' Interest
• 5.1.2 Improve the Students' Competence
• 5.1.3 Build up a good relationship between the teacher and the students
• 5.2 The Implication of the Findings
• 5.2.1 Integrate the activities of PBL into the curriculum
• 5.2.2 A small group of 4 or5 is best
• 5.2.3 Praise is necessary
• 5.3 The Role of the Teacher
• 5.3.1 The PBL Teacher as Curriculum Designer
• 5.3.2 The PBL Teacher as Guide
• 5.3.3 The PBL Teacher as Assessor
• Chapter six Conclusion
• 6.1 Summary of the Previous Chapters
• 6.2 Implications of the Research
• 6.3 Recommendations for Further Research
• References
• Appendixes
• Acknowledgements