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

1、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

2、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 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.【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

5、英语教学模式研究 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