目 錄
摘 要
ABSTRACT
第一章 引言
1.1 研究背景
1.1.1 社會發展的要求
1.1.2 英語課程改革的要求
1.1.3 學校大班化教育機制的弊端
1.1.4 學校英語導學案教學的現狀
1.2 研究目的與意義
第二章 文獻綜述
2.1 導學案的概念
2.2 導學案編制的原則
2.3 國內外關於導學案在高中英語教學中的應用研究
2.3.1 國外研究現狀
2.3.2 國內研究現狀
第三章 研究的理論基礎
3.1 建構主義理論
3.2 最近發展區理論
3.3 學習金字塔理論
第四章 研究方法與設計
4.1 研究問題
4.2 研究對象及時間
4.3 研究方法
4.3.1 文獻研究法
4.3.2 調查法
4.3.3 案例法
4.4 研究過程
4.4.1 學生問卷前測
4.4.2 導學案在 Reading II 教學中的應用
4.4.3 導學案在 Grammar 教學中的`應用
4.5 數據收集
第五章 結果分析與討論
5.1 前後測分析
5.2 問卷調查數據分析
5.3 教師訪談記錄分析
第六章 結論
6.1 研究發現
6.2 研究啓示
6.3 研究不足
6.4 研究展望
參考文獻
致 謝
摘 要
英語教學在國內備受重視。英語學科不僅是中學階段學生的必修課，也是高考的必需科目。因此，有些老師爲了追求高分數而狠抓應試教育，重語言知識的講解識記而輕語言的交流運用功能。這種傳統的英語教學方式忽視了語言的交際交流功能，滿堂灌的現象屢見不鮮。能在考試中贏得高分，卻張口講不了英語的學生比比皆是。這種課堂模式過分強調了教師的指導作用而疏忽了學生學習的主動性。教師不相信學生，不敢放手讓學生大膽地學和問，因此也談不上對學生學習的興趣的培養。學生處在長期的被動學習中，除了揹負沉重的學習壓力，體會不到學習的樂趣。久而久之，學生對英語學習失去興趣，從此造成英語成績低下。這顯然意味着英語教學要改革，英語教學真正的目的是能滿足社會發展的需要，創造社會有用的人才。
導學案教學方式是主要基於建構主義理論的新型教學方式，這種方式旨在改變師生在教學過程中的角色，提倡教師少講甚至不講，倡導學生透過自學或合作學習的方式構建新知，從而讓學生主動學習，提高學生學習的興趣。
筆者學校自 2008 年以來也開始嘗試使用導學案教學方式。但大多數時候老師們過分拘泥於導學案講課，把它當成練習卷對待。講完之後，導學案僅充當學生的筆記本，方便今後複習。因此，這種導學案教學既沒有提高教學效果，也沒有培養學生的學習興趣。爲了解決這個問題，筆者在英語教學中嘗試改進對原有導學案的使用方式，設計課堂活動，讓學生在活動中學習，從而讓學生體驗學習英語的樂趣。
該論文目的在於透過教學實驗研究和調查問卷來證明改進導學案的使用方式有助於提高學生學習英語的興趣和加強學生對英語基礎知識（詞彙和語法）的應用能力。該實驗涉及兩個班（各 52 名學生），實驗爲期近半年，實驗期間筆者使用了多種實驗工具，如調查問卷、案例法、訪談法和前測、後測等。
實驗後對研究數據進行定量和定性的分析，研究數據主要採自前後兩次調查問卷、測試成績、訪談記錄等。最後，本實驗得出以下結論：1、實驗班學生在訓練後英語基礎知識的成績與控制班沒有明顯的差異，但平均成績略高於控制班，並且與自身在實驗前的英語基礎知識成績相比有比較明顯的進步。2、訓練後，問卷顯示實驗班的學生對於英語學習的興趣和主動性明顯增加。3、參與實驗的其他老師肯定了導學案教學模式的可行性，轉變了教學觀念。
綜合以上結論可以得出，在高中英語教學中改進導學案使用的教學模式，不僅可以激發學生的學習興趣，而且還能提高教師的教學積極性。因此，這不僅是英語教學過程中師生雙贏的有效機制，同時也是提高英語課堂教學效果的新途徑。
關鍵詞： 導學案， 課堂活動， 教學模式， 高中英語
Abstract
English 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 truth 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 high grades inEnglish exams cannot speak fluent English. This teaching method overvalues the teacher's roleand neglects the activeness of students. Teachers, who don't trust their students, are afraid to givethem much freedom to study by themselves, let alone develop the students' interest in English.
Students 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 guided 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-operation. Thus, the students are active learners in class, which helpsthem develop an interest in English study.
Since 2008 the author's 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 paperfunctions 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 classroom 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 learning 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 of English basic knowledge aftertraining. However, by average score the experimental class is a bit higher than the control one.
And the experimental class shows a significant progress compared to itself before training. 2）After training, the questionnaire shows the experimental class students have more interest in andtake a more active part in learning English. 3） Those teachers who are involved in the experimenthave changed their teaching concept, thinking that it is an effective method.
In conclusion, an improved application of the guided learning plan can arouse students'interest in learning English and raise teachers' activeness in teaching English as well. Therefore,can't it be regarded as an effective mechanism which benefits both teachers and students in theprocess of education? What's more, it is a new approach to increasing English teachingefficiency.
Key words: guided learning plan, classroom activities, teaching model, senior high schoolEnglish