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      農村小學生英語閱讀教學中網絡資源的運用探析

      來源:內蒙古師范大學 作者:王婧
      發布于:2021-03-05 共8114字

        中 文 摘 要

        
        《義務教育英語課程標準》(2011)中要求教師要積極利用網絡信息等豐富的教學資源,拓展學生學習和運用英語的渠道,最大限度地拓展學生的學習視野,以豐富學生的學習生活。如何在新課程標準的導向作用下,借助網絡資源構建學生樂于學習的氛圍,從而推動小學英語課堂教學水平的提高,是擺在小學英語教師面前的新問題 。在互聯網技術被廣泛運用的今天,為多媒體教學手段的運用提供了廣闊的空間,教師在發展自身信息技術教學的同時,也要將信息化資源和技術有效地運用于教學中,要正確引導學生積極主動的學習。 然而,在內蒙古西部的土默特左旗(縣),小學老師們的教學理念相對落后,教師們的教學局限于教材,很少利用網絡資源擴充教學內容。因此,有必要在偏遠的少數民族地區的小學英語教學中開展網絡資源與英語閱讀的教學研究。通過對網絡資源和閱讀的相關理論的研究,本研究旨在探索以網絡資源為輔助教學手段的英語閱讀教學能否可以提高小學生的英語閱讀成績,是否有助于提高小學生的英語學習興趣。本研究有以下三個研究問題:



      農村小學生英語閱讀教學中網絡資源的運用探析
       

        
        1.在實驗班利用網絡資源進行英語閱讀教學是否有助于提高小學生的英語閱讀成績?
        
        2.網絡資源的利用是否能夠激發小學生學習英語的興趣?
        
        3.英語教師對在英語閱讀課中利用網絡資源持什么態度?
        
        為了探索利用網絡資源進行英語閱讀教學的效果,本研究在呼和浩特市土默特左旗(縣)的一所農村小學----八一愛民學校進行了小學英語閱讀教學實驗,為期 17 周,從 2019 年 9 月初開始至 12 月底教學實驗,隨后進行后測、問卷調查和訪談。本研究隨機以六年級兩個班的 42 名學生作為研究對象,六二班為實驗班(21 人),六一班為控制班(21 人)。實驗中,對實驗班進行利用網絡資源的英語閱讀教學,而對照班采用傳統方法進行教學。本研究使用的工具有測試、調查問卷和訪談。所收集的數據用SPSS 21.0 進行統計分析。
        
        實驗之初 ,對兩個班級進行了前測,數據結果表明兩個班級的學生在閱讀分數和閱讀基礎方面無顯著性差異。然后,開展教學實驗。實驗結束時,對兩個班的學生進行了后測,對實驗班學生及英語教師進行了調查問卷和訪談,并對數據結果進行了整理和分析。研究結果表明實驗班取得了較好的研究效果。實驗班的英語閱讀成績與控制班相比有了較顯著的提高,實驗班學生的閱讀興趣也優于控制班的學生。參與實驗的教師對在閱讀課中利用網絡資源持積極的肯定態度。由此得出,利用網絡資源輔助進行英語閱讀教學是可行的,有利于提升小學生的英語學習興趣和英語閱讀成績。最后,作者總結了本研究的局限性與啟示,并對今后的研究提出了建議。希望本研究對小學英語教師的教學及相關研究有裨益。
        
        關鍵詞:   網絡資源,小學英語,英語閱讀教學,英語成績,學習興趣,教師的態度。
        

        ABSTRACT

        
        English Curriculum Standard of Compulsory Education (2011 edition)requires teachers to make active use of the abundant teaching resources by means of internet information, so as to broaden students’ learning horizon to the maximum extent possible, and to enrich students’ learning. How to create the learning atmosphere assisted by internet resources, which can appeal to the students, is a new task facing to the English teachers in primary schools. Today,with the wide use of Internet technology, teachers should not only develop their teachings of e-information technology, and make effective use of information-based equipment and technology in teaching, but also properly guide students to learn actively. However ,in a countryside primary school like Tumote Zuoqi, in the western part Inner Mongolia, the teaching concepts of teachers are relatively backward, they tend to restrict their teaching to the textbooks, scarcely do they utilize internet resources to extend the teaching content. Hence, it is quite necessary for the English teachers in primaryschools in remote ethnic minority areas to do the teaching research of English reading supplemented with internet resources for children in primary school.Based on the research of reading and internet resources in education, this study aims to explore whether English reading teaching assisted by internet resources can improve the reading achievements and interest of students in primary school ,whether it will benefit to enhance students English learning interest. There are three research questions in this study:
        
        1.Will utilizing internet resources in English reading class in the experimental class improve the students’ English reading scores in primary school ?
        
        2. Can the use of internet resources stimulate students' interest in learning English?
        
        3. What are the teacher's attitudes towards the use of internet resources in English reading classes?
        
        In order to find out the effect of using internet resources in English reading teaching in the primary schools in the remote underdeveloped region, this research carries out a teaching experiment of English reading in Bayiaimin School, which is located in the countryside of Tumote Zuoqi, west to Hohhot.The experiment lasts about 17 weeks, from the first week of September in 2019, to late December in 2019, then followed with the post-test, survey of questionnaires of both the EC students and English teachers, the interview. The subjects of this study are two parallel classes of Grade Six randomly chosen.Class Two is the experimental class with 21students, and Class One is the control class with equal 21 students. In the experiment, the English reading teaching in the experimental class is taught with the supplementary of using internet resources, and the control class is given the teaching with the traditional method.The tools used in this study are tests, questionnaires and interviews. The collected data are analyzed by SPSS 21.0.
        
        At the beginning of the experiment, there is a pre-test for the students in both experiment class and the control class. The result shows that there is no significant difference between the two classes in reading scores and reading foundation. Then, the experimental study was carried out. By the end of the experiment, a post-test, questionnaire and interview are surveyed. After that,the research data are processed and analyzed. The results of the study indicates the positive effect of the experiment, and that there are certain differences between the experimental class and the control class after the experiment. The English reading scores of the experiment class improved obviously than that ofthe control class, and the English learning interest of students in experiment class are better than the students in the control class. The English teachers involved in the study hold a positive attitude towards the use of internet resources in English reading teaching. Hence, we come to the conclusion that the teaching of English reading aided by internet resources is feasible, it is helpful to cultivate the students English learning interest, and to improve their English reading performance, which proves the effectiveness of teaching English reading by using internet resources.
        
        In the end, the author summarizes the limitations of this study and implications, and puts forward suggestions for future research. We hope this research will be beneficial to the teaching of the English teachers in the primary schools, and will be of some help to the relevant practical research.
        
        Key Words:    internet resources, English of primary school, teaching of English reading, reading achievement, interest in reading, teacher's attitude。
        
        Chapter I Introduction。
        
        1.1、 Research background。

        
        With the development of internet and information technology, the access to internet resources and e-information have become much more convenient for teachers. In order toachieve better education quality and effective teaching, teachers are encouraged to use internet resources in education and multimedia technology in their teaching. In addition,teachers should learn the new things in the development of information technology and apply them to the classroom teaching so as to stimulate students interests in learning English.Internet resources as the product of the new era, on the one hand, it will facilitate teachers in their course design and classroom teaching, on the other hand, it can be helpful to students in their learning.
        
        For the school teachers in less developed areas, in recent years, we have gradually come into contact with internet resources in teaching, and gradually increased the training of teachers in information education technology. However, some teachers are reluctant to change. For some elderly teachers, they do not realize the benefits of internet resources in the classroom, but feel that the use of internet resources, preparation is more laborious and time-consuming than before, and also affects the use of classroom order and effective time.For young teachers, although training has played a certain role, yet the superficial training can only assist the rural area teachers with some simple operation of PPT. Most teachers’teaching preparation is more traditional, largely dependent on the teacher’s book,blackboard etc. In English classroom teaching, the teaching situation is more worse, lack of teacher-student interaction.As the school is located in the countryside, the students in the whole area are also affected by the social environment and family environment, they have rare access to e-information after school, their understanding of internet resources is rather limited, and because of the teachers' reasons, not enough internet resources are available in English lessons to students, hence students have low interest in learning English.
        
        According to the English Curriculum Standards for Compulsory Education (2011edition) formulated by the Ministry of Education of the People's Republic of China, the Course resources should be rationally utilized and actively up-dated to provide students with healthy and rich course resources that are close to students' reality, life and times. Teachers are also suggested to make active use of audio-visual, television, books, magazines, internet information and other rich teaching resources to expand the channels of learning and using English. As the English Curriculum Standards in primary school describes, the English reading level for II Period should meet the following six requirements: (1) being able to read the words they have learned; (2) being able to read simple words according to the rules of spelling; (3) being able to understand the brief requirements or instructions in textbooks; (4)being able to understand the simple information expressed in greeting cards; (5) Can use pictures to read simple stories or short articles, and develop the habit of reading according to the sense group; (6) can read the stories or short articles correctly.
        
        The primary school, which the research involves, is located in the countryside of a western county in Inner Mongolia. Considering the requirement of the English CurriculumStandards for Compulsory Education, the students of our school have limited English ability,of the six requirements mentioned above, they can only meet the first two requirements.They can not read out a sentence fluently, they can barely understand the meaning of the reading content. Some students feel English reading class is boring because they can't have any fun. Although some students do not hate, yet they do not feel happy in the English reading class, just to learn some knowledge. Most students lack the guidance and help from parents at home, and English reading learning needs teachers to improve efficiency and stimulate students’ enthusiasm in the classroom. The English Curriculum Standards for Compulsory Education (2011 edition) clearly States: "In the development of English curriculum, we should make full use of information technology and the Internet. Schools and teachers should actively create conditions so that students can make full use of computer and internet resources, …".In order to better implement the requirements of the development and utilization of internet resources in the curriculum standard, this study intends to explore the teaching of English reading in primary schools by using internet resources.
        

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        1.2、 Purpose and significance of the study .
        1.2 1 、Purpose of the study.
        1.2.2 、Significance of the study.
        1.3、 The Framew ork of the Thesis.
        
        Chapter II Literature Review.
        
        2.1、 Key Concept and Termns.
        2.1.1、 Definition of Reading
        2 1.2 、English Reading for pupils in primary school.
        2.1.3 、D efinition of internet resources.
        2.2 、Teaching of English R eading in Primary Schools.
        2 2.1 、Principles of English Reading Teaching
        2 2.2 、General steps of teaching English reading
        2.2.3 、Requirement of Standard Curiculum for the Teaching
        
        English Reading in Primary School
        
        2.3、 Internet resources.
        2 3.1 、Internet Resources and English Teaching .
        2 3.2、 Internet Resources and English Reading Teaching
        2.4、 Relevant research at home and abroad.
        2.4.1、 Relevant Research on Teaching English Reading at Home and abroad
        2.4.2 、Relev ant R esearch on Internet Resources.
        2 5、 Theoretical Foundation .....
        2.5.1 、C onstructivism.
        2.5.2 、Humanism.
        2 5.3 、Interactive Approach.
        
        Chapter III Research Methodology.
        
        3.1 、Research Questions.
        3.2、 Research Subject
        3.3、 Research Instrument.
        3.3.1、 Test.
        3.3.2、 Questionnaire.
        3.3.3、 Interv iew
        3.4 、Research Procedure.
        3.4.1、 The first stage: the preparation stage.
        3.4.2 、The second stage: the exp erimental stage.
        3.4.3、 The third stage: the final stage.
        3.4.4 、A Teaching Sample.
        3.5、 Data collection and processing.
        
        Chapter IV Research Results and Analysis.
        
        4.1 、Test Results and Analysis.
        4.1.1、 Results and analysis of the pretest.
        4.1.2、 Results and analysis of the post-test.
        4.1.3、 Results and analysis of Comparison between Pre-test and Post-test in the experimental class
        4.2、 Questionnaire Results and Analysis.
        4.2.1、 Questionnaire Results and analysis of the Pupils in the experimental class.
        4.2 2 、Questionnaire R esults and analysis of the tea chers.
        4.3、 Inteview Results and Analysis .
        4.3.1、 Interview w ith Pupils.
        4.3.2 、Interview w ith Teachers
        
        Chapter V Conclusion.
        
        5.1、 Major findings.
        5.2、 Limitation.

        5.3、 Implication

        Having conducted the experiment research, it brings the researcher some reflections,and causes her to think further. With the changing of the e-time, the teaching environment ofEnglish has already changed.Therefore, teaching should match the changes of the times. Asthe teachers in this new time, it is crucial for teachers to go with the time, to update teaching methodology to meet with the needs of students. At the same time, the teachers need to renew their knowledge of internet resources, and should help students to analyze their obstacles, and making full use of internet resources to raise the efficiency of learning.Mainly including the following implications:

        In English reading teaching, internet resources input is helpful for students to understand the learning content. In English teaching, teachers may use more aids to create English setting and simulated situation, such as play video clips, animations, English songs and students sing or chant along, show vivid pictures, records or videos of every part of thereading materials with PPT, the students can get the meaning of the articles easily and clearly. Using the Honghe Hitevision to show the relevant electrical story video from theTongbuxue app to expand the scope of students’ knowledge and stimulate their interest in learning English reading. the teaching environment of English has already changed.

        Using the internet resources should be based on learning situation, teaching material content and other factors.Though the design of interesting and suitable internet resources ,students’ interest in learning English reading should be enhanced and their learning efficiency improved. This requires teachers to pay more attention to understanding studentsand communicating with students, so as to better carry out teaching activities. Meanwhile, teachers should actively participate in the professional training for which is made up of the skill-based and theory-based development so as to get the new skills in the aspect of getting the internet resources, then apply the resources to the English reading teaching.

        In English teaching, teachers should be good at accumulating some good English learning websites so as to recommend them to students in class and help them find good ways of online learning.The high-quality English learning website will provide students with a large number of learning materials and other information , which can be a useful supplement to English reading classroom teaching as well.

        References.

      作者單位:內蒙古師范大學
      原文出處:王婧. 網絡資源在農村小學英語閱讀教學中的應用[D].內蒙古師范大學,2020.
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