美國外語語境化教學(xué)綜述與啟示
發(fā)布時間：2024-05-08 04:54
我國外語教學(xué)雖已經(jīng)歷了長久的發(fā)展,但仍面臨諸多難題,如多年來外語教學(xué)的“費時低效”,既教學(xué)未能達(dá)到外語實踐的需要。目前英語課程改革迫切需要解決的問題有:在知識教授中,過分強調(diào)語法和詞匯;忽視學(xué)生在真實情景中運用語言交際。因此,改革的目標(biāo)是建立一個課程標(biāo)準(zhǔn),發(fā)展學(xué)生的綜合語言運用能力;關(guān)注學(xué)生的個體差異,激活學(xué)生和自己相關(guān)的生活經(jīng)驗和認(rèn)知水平;使學(xué)生體驗,實踐,參與合作學(xué)習(xí);挖掘積極的生活態(tài)度、思維能力、實踐能力;通過語言學(xué)習(xí)增強文化意識和自主性。美國的教師在上世紀(jì)80年代也遇到了類似的教學(xué)問題,但他們對此進(jìn)行了教育改革,并取得了巨大的成就。他們的理論和實踐對我國目前的外語教學(xué)改革有一定的借鑒和參考作用。通過探討語境化教學(xué)在美國外語教學(xué)的發(fā)展,作者對這一領(lǐng)域的研究成果進(jìn)行總結(jié),并以此利用國外的經(jīng)驗為中國的教學(xué)實踐提供有益的參考。語境化教學(xué)中,教師將真實的情景與具體的概念關(guān)聯(lián)在一起,鼓勵學(xué)生將知識與生活情景中的學(xué)習(xí)訴求相聯(lián)結(jié),并積極的在家庭成員、公民、工人等角色中實踐教學(xué)。基于建構(gòu)主義,人本主義和認(rèn)知科學(xué),本文對語境化教學(xué)的定義、成分、特點及其原則進(jìn)行了分析,對美國語境化教學(xué)思潮的發(fā)展進(jìn)行...
【文章頁數(shù)】：108 頁
【學(xué)位級別】：碩士
【文章目錄】：
Abstract
摘要
Chapter 1 Introduction
1.1 Research background
1.2 Research significance
1.3 Research organization
Chapter 2 Theoretical Roots
2.1 Context in teaching and learning
2.1.1 Participant contexts
2.1.2 Situational contexts
2.1.3 Cultural contexts
2.2 Knowledge-based constructivism
2.3 Humanistic education
2.4 Cognitive science
Chapter 3 Concept and Essence of CTL
3.1 Definition of CTL
3.2 Components of CTL
3.3 Principles of CTL
3.3.1 Interdependence
3.3.2 Differentiation
3.3.3 Self-organization
3.4 Strategies of CTL
Chapter 4 Idea, Method and Implementation of CTL
4.1 The extension of context in traditional language teaching and learning
4.2 Modern Methods of CTL in Foreign Language Instruction
4.2.1 Contextualizing with the five Cs goal areas
4.2.2 Curriculum preparation
4.2.3 Teaching practice: developing language proficiency in context
4.3 Implementation of CTL in Foreign Language Instruction
4.3.1 Generating communication environment for language learning amongvaried cultural context
4.3.2 Anchoring teaching in students’ diverse life-contexts
4.3.3 Using authentic materials for language instruction
4.3.4 Contextualized classroom strategies
4.3.5 Using technology for creating context
Chapter 5 Enlightenments of CTL to foreign language teaching and learning inChina
5.1 The situation of English teaching and learning in China
5.2 Developing contextualized hierarchical English teaching
5.2.1 Addressing student diversity in the language classroom
5.2.2 Developing language proficiency according to the multiple intelligences.
5.2.3 Using authentic teaching materials and practicing in context
5.2.4 Applying authentic assessment
Chapter 6 Conclusion
Bibliography
Appendix A The Chronological Development of Language Teaching
攻讀碩士學(xué)位期間主要科研成果
Acknowledgements
本文編號：3967527
【文章頁數(shù)】：108 頁
【學(xué)位級別】：碩士
【文章目錄】：
Abstract
摘要
Chapter 1 Introduction
1.1 Research background
1.2 Research significance
1.3 Research organization
Chapter 2 Theoretical Roots
2.1 Context in teaching and learning
2.1.1 Participant contexts
2.1.2 Situational contexts
2.1.3 Cultural contexts
2.2 Knowledge-based constructivism
2.3 Humanistic education
2.4 Cognitive science
Chapter 3 Concept and Essence of CTL
3.1 Definition of CTL
3.2 Components of CTL
3.3 Principles of CTL
3.3.1 Interdependence
3.3.2 Differentiation
3.3.3 Self-organization
3.4 Strategies of CTL
Chapter 4 Idea, Method and Implementation of CTL
4.1 The extension of context in traditional language teaching and learning
4.2 Modern Methods of CTL in Foreign Language Instruction
4.2.1 Contextualizing with the five Cs goal areas
4.2.2 Curriculum preparation
4.2.3 Teaching practice: developing language proficiency in context
4.3 Implementation of CTL in Foreign Language Instruction
4.3.1 Generating communication environment for language learning amongvaried cultural context
4.3.2 Anchoring teaching in students’ diverse life-contexts
4.3.3 Using authentic materials for language instruction
4.3.4 Contextualized classroom strategies
4.3.5 Using technology for creating context
Chapter 5 Enlightenments of CTL to foreign language teaching and learning inChina
5.1 The situation of English teaching and learning in China
5.2 Developing contextualized hierarchical English teaching
5.2.1 Addressing student diversity in the language classroom
5.2.2 Developing language proficiency according to the multiple intelligences.
5.2.3 Using authentic teaching materials and practicing in context
5.2.4 Applying authentic assessment
Chapter 6 Conclusion
Bibliography
Appendix A The Chronological Development of Language Teaching
攻讀碩士學(xué)位期間主要科研成果
Acknowledgements
本文編號：3967527
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