学生视野关照下的校本读写课程的开发

论文摘要

基于对现实英语教学及学习的困惑,本文试图寻求如何把英语学习变成一个有意义的愉快的学习过程的一种见解。本文作者和两位同事共同为高一学生开设了一门基辅英语读写课,参加的学生通过电脑和网络搜集资料,交流信息,用多媒体创作和发表,从而锻炼新的英语读写技能。在现实教学中,作者目睹广大英语教师按部就班地“教授”着教科书。语言教学被各种规则束缚着。与传统英语教学不同的是网络资源各种鲜活的文本,明确的交流创作目标为外语交流提供了理想的环境。本研究的另一个目的是探索在行动研究及反思性教学中教师对课程开发、教学理念及教学能力的变化。本研究以行动研究的形式,运用学习动机和课程发展理论来研究基辅读写课程的开发过程。研究数据主要来自作者的参与性观察、课后访谈,以及课程参与者的课后反思报告。本文运用阐释性的定性研究方法,主要调查结果概述如下：该基辅读写课程促进了教师发展。也就是说,它能很好地促进英语教师基辅教学能力的个人的发展。通过开发此门课程,教师形成有别于传统意义上有关于课程、教学理念。这项创造性的实践使得参与者形成了对于学习者、学习和教师的新信念。他们意识到学习者是教师的伙伴和知识的探索者；学习是一项积极的知识构建过程,而不是被动接受知识的过程。教师扮演着多重角色,如需求分析者、课程开发者、辅助者和“个人”等。同时参与的教师在教学法、教学活动、教学材料、工具、教学能力方面也取得了很大进步。在这为期一年的读写课程实施中,参与的学生碰到很多困难,同时也经历了由现代科技辅助的语言学习方式。他们惊喜地发现互联网可以为他们搭建搜集资料和交流的平台。曾被认为令人头痛的英语可以作为他们表达思想、交流情感的工具。多媒体为学生提供了体验新学习策略、用英语创作和发表的机会。对学生而言最大的收获可能在于合作学习过程中产生的自信心。通过自主研究,学生们最大限度地发挥了他们利用网络资源和英语的学习潜力。

论文目录

• Acknowledgements
• Abstract
• 内容摘要
• Chapter One-Introduction
• 1. The Origin of the study
• 2. Aim and Rational of the Thesis
• 3. The Structure of the Thesis
• Chapter Two-Theories of Learner's Motivation in Foreign Language Learning
• 1. Definition of Motivation
• 2. Instrumental Motivation and Integrative Motivation
• 3. Self-Determination Theory
• 4. A Social Constructive View on Motivation
• 5. The Importance of Motivation in Foreign Language Learning
• 6. Students' Perceptions of the Teacher and Foreign language Learning Motivation
• 7. Summary
• Chapter Three-Curriculum Development
• 1. Definition of Curriculum
• 2. Lerner-Centered Curriculum Development
• 2.1. Introduction
• 2.2 Needs Analysis
• 2.3 Methodology
• 2.4 Evaluation
• 3. Summary
• Chapter 4-Research Methodology
• 1. The nature and purpose of the study
• 2. The working model for the research
• 3. Research questions
• 4. Participants:the learners and the teachers
• 5. Research Design
• 5.1. Action research
• 5.2. Interpretative qualitative research
• 5.3. Data collection
• 5.3.1. Participant observation
• 5.3.2. Interview
• 5.3.3. End-of-course reflection
• 6. Data analysis
• Chapter Five-The Research Process:An Attempt to a New Literacy Learning-Computer-assisted Literacy Learning
• 1. Needs analysis
• 1.1. Interviews with the students
• 1.2. The teachers'initial perception about teaching
• 2. Developing the optional literacy learning program
• 2.1. The origin of the thought to involve computers and the Internet
• 2.2. An overview of the course
• Chapter Six-Results and Discussions
• 1. Findings in beliefs about learners
• 1.1. Learners as partners
• 1.2. Learners as explorers
• 2. Findings in beliefs about teachers
• 2.1. Teachers as needs analysts
• 2.2. Teachers as course developers
• 2.3 Teachers as facilitators
• 2.4. Teachers as individual persons
• 3. Finding in beliefs about learning
• 4. Teacher and student development in skills related to teaching and learning materials and tools
• 4.1 Material search and research
• 4.2. Email communication and forum/mailing list discussion
• 4.3 Multimedia presentation skills
• 5. Teacher development in skills related to teaching methods
• 5.1. Classroom management
• 5.2. Face-to-face and online interaction
• 6. Teacher development in skills related to teaching activities
• 6.1. Learning task design
• 6.2. Group work
• 7. Factors inhibiting the development of the school course
• 7.1. limit problem
• 7.2. Technical difficulties
• Chapter 7-Conclusion
• Bibliography
• Appendix 1:Transcriptions of interviews with students in Senior One
• Appendix 2:List of Quotations from the Interview
• Appendix 3:Scenes outside and inside the computer room on a Saturday afternoon #79■