高等教育情境認知與學習情境教學模式大學英語教學論文

1、情境認知與學習論文：基于情境認知與學習理論的大學英語教學模式研究【中文摘要】本研究在梳理國內(nèi)外情境認知與學習理論主要觀點的基礎上,歸納并提煉出適合我國大學英語教學實際的情境認知與學習理論要素及相應大學英語教學模式,重點是通過準實驗設計對基于情境認知與學習的大學英語教學模式的教學效果進行實證檢驗。基于此,本研究提出了的實驗假說是:基于情境認知與學習理論的大學英語教學模式可以效提高課堂教學效果?；谶@樣的實驗假說,提出了兩個研究問題:(1)基于情境認知與學習的大學英語教學模式可以增強學生的英語學習動機嗎?(2)基于情境認知與學習的大學英語教學模式可以提高學生的英語成績嗎?為了很好地回答研究問題和驗

2、證研究假說,本研究既采用了定量研究,也采用了定性的研究方法。湖南某大學音樂專業(yè)的44名學生參與了大學英語學習動機問卷調(diào)查,之后隨機抽取了其中四名學生進行訪談。實驗班(22個學生)采用基于情境認知與學習的大學英語教學模式進行教學,而對照班(22個學生)則采用傳統(tǒng)的大學英語教學模式進行教學。兩個班級都進行了前測,測試學生英語學習成績及英語學習動機情況。實驗進行一學期后,對兩個班級進行后測,再次實施英語學習動機問卷調(diào)查和英語期末考試。調(diào)查和實驗結束后,所得數(shù)據(jù)均采用PASW( Predicti.【英文摘要】This paper presents an empirical study of the t

3、eaching effectiveness of the situated cognition and learning-based college English instruction model (situated model) via quasi-experimental design. On the basis of previous theories and empirical evidence concerning the situated cognition and learning theory in language teaching, the author propose

4、s a new college English teaching model which is based on situated cognition and learning theory. This thesis makes its hypothesis that the situated model would resul.【關鍵詞】情境認知與學習 情境教學模式 大學英語教學【英文關鍵詞】situated cognition and learning situated instruction model college English teaching【目錄】基于情境認知與學習理論的大學

5、英語教學模式研究 List of Abbreviations 4-5 List of Tables and Figures 5-9 Abstract in English 9-10 Abstract in Chinese 11-13 Chapter One Introduction 13-20 1.1 The Background of the Study 13-161.1.1 Problems in College English Teaching 13-15.1 Teaching method 13-14.2 Motivation 14.3 Test-Oriented 14.4 Evalu

6、ation-Oriented 14-15 Solutions to the Problems 15-16 .1 Past Solutions: Communicative Language Teaching 15-16.2 Present Solutions: Situated Teaching Model 16 1.2 Theoretical Basis for the Study 16-17 1.3 The Purpose of the Study 17-18 1.4 The Significance of the Present Study 18 1.5 The Overall Stru

7、cture of the Thesis 18-20 Chapter Two Literature Review 20-39 2.1 Situated Cognition and Learning Theory 20-28 Key Terms 20-24 .1 Situated Cognition 20-21.2 Situated Learning 21-22.3 Situated Cognition and Learning 22-24 The Roots 24-25 The Elements 25-27 .1 Content 25-26.2 Context 26.3 Community of

8、 Practice 26.4 Participation 26-27 Comparisons with Other Leaning Theories 27-28 2.2 Related Studies of Situated Cognition and Learning Theory and Its Instruction Desi 28-39 Related Studies of Situated Cognition and Learning Abroad 28-31 Related Studies of Situated Cognition and Learning in China 31

9、 Studies of Related Instruction Models 31-36 .1 The Principles of Designing SCL-based Instruction 31-34.2 The Studies of Related Instruction Models 34-36 Traditional Instruction and SCL-based Instruction 36-39 .1 Traditional Instruction 36-38.2 Differences between Traditional Instruction and SCL-bas

10、ed Instruction 38-39 Chapter Three SCL-based College English Instruction Model and Its Design 39-51 3.1 SCL-based Instructional Design 39-40 3.2 The Design of SCL-based College English Instruction Model 40-46 The Description of the Model 40-44 The Guidelines for Implementation 44-46 3.3 The Teaching

11、 Procedures of SCL-based College English Instruction Model 46-48 3.4 A Lesson of SCLbased College English Instruction 48-51 The First Period 48-49 The Second Period 49-50 The Third Period 50 The Fourth Period 50-51 Chapter Four Research Methodology 51-60 4.1 Research Context 51 4.2 Research Question

12、s and Hypothesis 51-52 4.3 Participants 52-53 4.4 Research Instruments 53-57 StudentsEnglish Textbook 53-54 Questionnaire of English Learning Motivation 54-57 .1 The Structure of the Questionnaire 54-55.2 The Contents of the Questionnaire 55-57 Semi-structured Interview Guide 57 4.5 Data Collection

13、57-59 4.6 Data Analysis 59-60 Chapter Five Results 60-68 5.1 English Learning Motivation 60-64 Motivation Differences in Pre-test and Post-test of EC 60-61 Motivation Differences in Pre-test and Post-test of CC 61-62 Motivation Differences in Post-test of the Two Classes 62-64 5.2 English Learning A

14、chievements 64-65 Two Final Scores in EC 64 Two Final Scores in CC 64-65 Differences in English Learning Achievement between EC and CC 65 5.3 Interview Results 65-68 Chapter Six Discussions 68-77 6.1 Discussion of Research Question One 68-73 Group Dynamics 69 Task Value 69-71 Teacher 71-72 Students 72-73 6.2 Discussion of Research Question Two 73-75 6.3 Discussion of Interview Results 75-77 Chapter Seven Conclusion and Implications 77-81 7.1 Conclusion 77-78 7.2 Implications 78-79 7.3 Limitations and Suggestions for Future Research 79-81 Bibliography 81-87