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1、 高中英语教学中导学案的运用分析 目 录摘 要ABSTRACT第一章 引言1.1 研究背景1.1.1 社会发展的要求1.1.2 英语课程改革的要求1.1.3 学校大班化教育机制的弊端1.1.4 学校英语导学案教学的现状1.2 研究目的与意义第二章 文献综述2.1 导学案的概念2.2 导学案编制的原则2.3 国内外关于导学案在高中英语教学中的应用研究2.3.1 国外研究现状2.3.2 国内研究现状第三章 研究的理论基础3.1 建构主义理论3.2 最近发展区理论3.3 学习金字塔理论第四章 研究方法与设计4.1 研究问题4.2 研究对象及时间4.3 研究方法4.3.1 文献研究法4.3.2 调查法
2、4.3.3 案例法4.4 研究过程4.4.1 学生问卷前测4.4.2 导学案在 Reading II 教学中的应用4.4.3 导学案在 Grammar 教学中的应用4.5 数据收集第五章 结果分析与讨论5.1 前后测分析5.2 问卷调查数据分析5.3 教师访谈记录分析第六章 结论6.1 研究发现6.2 研究启示6.3 研究不足6.4 研究展望参考文献致 谢摘 要英语教学在国内备受重视。英语学科不仅是中学阶段学生的必修课，也是高考的必需科目。因此，有些老师为了追求高分数而狠抓应试教育，重语言知识的讲解识记而轻语言的交流运用功能。这种传统的英语教学方式忽视了语言的交际交流功能，满堂灌的现象屡见不鲜
3、。能在考试中赢得高分，却张口讲不了英语的学生比比皆是。这种课堂模式过分强调了教师的指导作用而疏忽了学生学习的主动性。教师不相信学生，不敢放手让学生大胆地学和问，因此也谈不上对学生学习的兴趣的培养。学生处在长期的被动学习中，除了背负沉重的学习压力，体会不到学习的乐趣。久而久之，学生对英语学习失去兴趣，从此造成英语成绩低下。这显然意味着英语教学要改革，英语教学真正的目的是能满足社会发展的需要，创造社会有用的人才。导学案教学方式是主要基于建构主义理论的新型教学方式，这种方式旨在改变师生在教学过程中的角色，提倡教师少讲甚至不讲，倡导学生通过自学或合作学习的方式构建新知，从而让学生主动学习，提高学生学习
4、的兴趣。笔者学校自 2008 年以来也开始尝试使用导学案教学方式。但大多数时候老师们过分拘泥于导学案讲课，把它当成练习卷对待。讲完之后，导学案仅充当学生的笔记本，方便今后复习。因此，这种导学案教学既没有提高教学效果，也没有培养学生的学习兴趣。为了解决这个问题，笔者在英语教学中尝试改进对原有导学案的使用方式，设计课堂活动，让学生在活动中学习，从而让学生体验学习英语的乐趣。该论文目的在于通过教学实验研究和调查问卷来证明改进导学案的使用方式有助于提高学生学习英语的兴趣和加强学生对英语基础知识（词汇和语法）的应用能力。该实验涉及两个班（各 52 名学生），实验为期近半年，实验期间笔者使用了多种实验工具
5、，如调查问卷、案例法、访谈法和前测、后测等。实验后对研究数据进行定量和定性的分析，研究数据主要采自前后两次调查问卷、测试成绩、访谈记录等。最后，本实验得出以下结论：1、实验班学生在训练后英语基础知识的成绩与控制班没有明显的差异，但平均成绩略高于控制班，并且与自身在实验前的英语基础知识成绩相比有比较明显的进步。2、训练后，问卷显示实验班的学生对于英语学习的兴趣和主动性明显增加。3、参与实验的其他老师肯定了导学案教学模式的可行性，转变了教学观念。综合以上结论可以得出，在高中英语教学中改进导学案使用的教学模式，不仅可以激发学生的学习兴趣，而且还能提高教师的教学积极性。因此，这不仅是英语教学过程中师生
6、双赢的有效机制，同时也是提高英语课堂教学效果的新途径。关键词： 导学案， 课堂活动， 教学模式， 高中英语AbstractEnglish teaching is of great importance in our country, which has attracted much attention.Not only is English a compulsory subject for middle school students, but it is also a requiredsubject for the college entrance examinations. The tru
7、th is that, to get high marks in exams, someEnglish teachers stress the language points instead of the application of the language. Thistraditional English teaching model is teacher-centered, which neglects the linguisticcommunicative function. It is not uncommon that many students who can achieve h
8、igh grades inEnglish exams cannot speak fluent English. This teaching method overvalues the teachers roleand neglects the activeness of students. Teachers, who dont trust their students, are afraid to givethem much freedom to study by themselves, let alone develop the students interest in English.St
9、udents are always passive learners, who think of their study as nothing but a heavy burden.Gradually, they will lose interest in English and they may fail in English. Clearly, this teachingmethod is to be improved to meet the needs of the future society and to cultivate more capabletalents.The guide
10、d learning plan teaching, mainly based on the Constructivism Theory, is a newteaching model, which is designed to transform the roles of teachers and students. In class,teachers should guide as little as possible, while the students should acquire the new knowledgeby way of self-study or co-operatio
11、n. Thus, the students are active learners in class, which helpsthem develop an interest in English study.Since 2008 the authors school has been trying this method in English teaching, but most ofthe time the learning plan is used by teachers as an examination paper. And after class, the paperfunctio
12、ns as a notebook for students future revision. Therefore, this teaching method neitherimproves teaching efficiency nor develops the students interest. To solve the problem, the authortries to improve the guided learning plan teaching in senior high school English teaching by wayof designing classroo
13、m activities. The new model aims to have students learn by involvingthemselves in classroom activities, thus making the students feel the pleasure of leaning English.By means of doing questionnaires and a teaching experiment, this thesis is intended toprove that improving the model of guided learnin
14、g plan in senior school English teaching canarouse the students interest in learning English and improve their ability in basic English likevocabulary and grammar. The subjects involved in this experiment were 52 students from twoclasses in Senior Two. The experiment lasted for a term or six months, during which, manyinstruments were used such as questionnaires, case study, interviews, pre-test and post-test.Through careful collection and analysis, we can see that: 1） There is no significantdifference between the two classes in terms of the marks
