基于新課程改革初中英語課程

英語論文編號:YY365  論文字?jǐn)?shù):8339.頁數(shù):29

Junior Middle School English Classes on the Basis of the New Curriculum Reform

Contents
Abstract 1
摘    要 2
Chapter 1 Introduction 4
1.1 Backgrounds 4
1.2 Objectives and Rationales of the Study 6
Chapter 2 Literature Review 7
2.1 Theoretical Basis 7
2.1.1 Constructivism Theory 8
2.1.2 Goal Structure Theory 9
2.2 The Concept of Cooperative Learning 10
Chapter 3 Cooperative Learning Based on the New Curriculum Reform 11
3.1 The Target of the New Curriculum Standards 11
3.2 Perspectives of Cooperative Learning Based on the New Curriculum Reform 12
Chapter 4 Implementation 15
4.1 Elements of Cooperative Learning 15
4.2 Structural Approaches of Cooperative Learning 18
4.3 Three Assumptive Samples of Cooperative Learning Structural Approaches in the Junior Middle School English Classes 20
4.3.1 The design of the samples 20
4.3.2 The procedures of the samples 20
4.4 Problems Confronted 23
Chapter 5 Conclusion 25
References: 27
Acknowledgements 27

 Abstract:  China’s entry into WTO marks a new era, which also speeds up an increasingly urgent demand of students majoring in English in China, but the English Language Teaching (ELT) in China is not efficient enough to meet this demand. To renovate the traditional educational modes, the new curriculum reform of the basic education resulted in experimental districts and has been being popularized around the whole country in these years. The New English Curriculum Standards (2001) focus on developing the students’ integrated language competence involving the students’ active participation，interactive learning ability, and communicative skills.
 The new curriculum reform advocates cooperative learning. Cooperative learning, as a new effective teaching approach, is one of the dichotomy topics in ELT today. Cooperative learning provides a means for educators to positively influence communicative skills and academic outcomes for students receiving special education activities based on cooperative learning group to facilitate student motivation and active participation in the classroom. Cooperative learning promotes individual accountability, learning retention and positive social interactions. It is very helpful to ELT.
 The cooperative learning practice has been making a series of changes and modifications in the EFL context in China. In the sense, it should be incorporated into the local context. This thesis discusses and probes the tenets of cooperative learning, as well as its implementation in ELT on the middle school level in Shenzhen from the perspective of the new curriculum reform. In addition, some of the problems involved in the implementation of cooperative learning with concerns about the background diversity between east and west are discussed, to match our classroom on the middle school level in Shenzhen.
 Keywords: Cooperative Learning, New Curriculum Reform, Interaction, Implementation of Cooperative Learning in Junior Middle School English Classes

基于新課程改革初中英語課程
 摘    要中國加入世界貿(mào)易組織后，國內(nèi)對英語人才在數(shù)量和質(zhì)量上的要求不斷提高。然而我國現(xiàn)有的英語教學(xué)方式和水平卻跟不上需求增長的步伐。為了革新傳統(tǒng)的教學(xué)模式，這幾年在一些試驗地區(qū)試行基礎(chǔ)教育新課程改革，并且很快地在全國普及起來。2001年頒發(fā)的《新英語課程標(biāo)準(zhǔn)》主要培養(yǎng)學(xué)生綜合語言能力，其中包括了學(xué)生的參與能力，互動學(xué)習(xí)能力，以及交際技巧。
 新課程改革理念倡導(dǎo)了合作學(xué)習(xí)模式。合作學(xué)習(xí)是一種新的有效教學(xué)模式，它是以合作小組學(xué)習(xí)為基礎(chǔ)形式，利用教學(xué)中各種因素的互動，激發(fā)學(xué)生的學(xué)習(xí)動機，調(diào)動學(xué)生的積極參與性，從而有效提高學(xué)生的學(xué)習(xí)成績和交際技巧。合作學(xué)習(xí)模式還促進了個體責(zé)任感，學(xué)習(xí)持續(xù)性，以及積極互動作用，這些因素對英語教學(xué)十分有效。
 合作學(xué)習(xí)引進我國后，與當(dāng)?shù)亟虒W(xué)特點結(jié)合起來，經(jīng)歷了不斷的改變和完善過程。本文將結(jié)合我國新課改理念，探討合作學(xué)習(xí)教學(xué)模式的本質(zhì)意義和原則，以及在深圳初中英語水平的基礎(chǔ)上，利用合作學(xué)習(xí)策略設(shè)計三個教案。另外，考慮到東西方文化背景的差異性，本文還討論了合作學(xué)習(xí)在我國實施會遇到的一些問題。
 關(guān) 鍵 詞 合作學(xué)習(xí)；新課程改革；互動性；合作學(xué)習(xí)在初中英語教學(xué)