[高等教育]情境认知与学习情境教学模式大学英语教学论文.doc

情境认知与学习论文：基于情境认知与学习理论的大学英语教学模式研究【中文摘要】本研究在梳理国内外情境认知与学习理论主要观点的基础上,归纳并提炼出适合我国大学英语教学实际的情境认知与学习理论要素及相应大学英语教学模式,重点是通过准实验设计对基于情境认知与学习的大学英语教学模式的教学效果进行实证检验。基于此,本研究提出了的实验假说是:基于情境认知与学习理论的大学英语教学模式可以效提高课堂教学效果。基于这样的实验假说,提出了两个研究问题:(1)基于情境认知与学习的大学英语教学模式可以增强学生的英语学习动机吗?(2)基于情境认知与学习的大学英语教学模式可以提高学生的英语成绩吗?为了很好地回答研究问题和验证研究假说,本研究既采用了定量研究,也采用了定性的研究方法。湖南某大学音乐专业的44名学生参与了大学英语学习动机问卷调查,之后随机抽取了其中四名学生进行访谈。实验班(22个学生)采用基于情境认知与学习的大学英语教学模式进行教学,而对照班(22个学生)则采用传统的大学英语教学模式进行教学。两个班级都进行了前测,测试学生英语学习成绩及英语学习动机情况。实验进行一学期后,对两个班级进行后测,再次实施英语学习动机问卷调查和英语期末考试。调查和实验结束后,所得数据均采用PASW( Predicti.【英文摘要】This paper presents an empirical study of the teaching 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 proposes 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.【关键词】情境认知与学习 情境教学模式 大学英语教学【英文关键词】situated cognition and learning situated instruction model college English teaching【目录】基于情境认知与学习理论的大学英语教学模式研究List of Abbreviations4-5List of Tables and Figures5-9Abstract in English9-10Abstract in Chinese11-13Chapter One Introduction13-201.1 The Background of the Study13-161.1.1 Problems in College English Teaching13-151.1.1.1 Teaching method13-141.1.1.2 Motivation141.1.1.3 Test-Oriented141.1.1.4 Evaluation-Oriented14-151.1.2 Solutions to the Problems15-161.1.2.1 Past Solutions: Communicative Language Teaching15-161.1.2.2 Present Solutions: Situated Teaching Model161.2 Theoretical Basis for the Study16-171.3 The Purpose of the Study17-181.4 The Significance of the Present Study181.5 The Overall Structure of the Thesis18-20Chapter Two Literature Review20-392.1 Situated Cognition and Learning Theory20-282.1.1 Key Terms20-242.1.1.1 Situated Cognition20-212.1.1.2 Situated Learning21-222.1.1.3 Situated Cognition and Learning22-242.1.2 The Roots24-252.1.3 The Elements25-272.1.3.1 Content25-262.1.3.2 Context262.1.3.3 Community of Practice262.1.3.4 Participation26-272.1.4 Comparisons with Other Leaning Theories27-282.2 Related Studies of Situated Cognition and Learning Theory and Its Instruction Desi28-392.2.1 Related Studies of Situated Cognition and Learning Abroad28-312.2.2 Related Studies of Situated Cognition and Learning in China312.2.3 Studies of Related Instruction Models31-362.2.3.1 The Principles of Designing SCL-based Instruction31-342.2.3.2 The Studies of Related Instruction Models34-362.2.4 Traditional Instruction and SCL-based Instruction36-392.2.4.1 Traditional Instruction36-382.2.4.2 Differences between Traditional Instruction and SCL-based Instruction38-39Chapter Three SCL-based College English Instruction Model and Its Design39-513.1 SCL-based Instructional Design39-403.2 The Design of SCL-based College English Instruction Model40-463.2.1 The Description of the Model40-443.2.2 The Guidelines for Implementation44-463.3 The Teaching Procedures of SCL-based College English Instruction Model46-483.4 A Lesson of SCLbased College English Instruction48-513.4.1 The First Period48-493.4.2 The Second Period49-503.4.3 The Third Period503.4.4 The Fourth Period50-51Chapter Four Research Methodology51-604.1 Research Context514.2 Research Questions and Hypothesis51-524.3 Participants52-534.4 Research Instruments53-574.4.1 StudentsEnglish Textbook53-544.4.2 Questionnaire of English Learning Motivation54-574.4.2.1 The Structure of the Questionnaire54-554.4.2.2 The Contents of the Questionnaire55-574.4.3 Semi-structured Interview Guide574.5 Data Collection57-594.6 Data Analysis59-60Chapter Five Results60-685.1 English Learning Motivation60-645.1.1 Motivation Differences in Pre-test and Post-test of EC60-615.1.2 Motivation Differences in Pre-test and Post-test of CC61-625.1.3 Motivation Differences in Post-test of the Two Classes62-645.2 English Learning Achievements64-655.2.1 Two Final Scores in EC645.2.2 Two Final Scores in CC64-655.2.3 Differences in English Learning Achievement between EC and CC655.3 Interview Results65-68Chapter Six Discussions68-776.1 Discussion of Research Question One68-736.1.1 Group Dynamics696.1.2 Task Value69-716.1.3 Teacher71-726.1.4 Students72-736.2 Discussion of Research Question Two73-756.3 Discussion of Interview Results75-77Chapter Seven Conclusion and Implications77-817.1 Conclusion77-787.2 Implications78-797.3 Limitations and Suggestions for Future Research79-8