發(fā)布時(shí)間：2018-05-13 20:51

  本文選題：新教材 + 雙語小學(xué)��； 參考：《新疆師范大學(xué)》2015年碩士論文

【摘要】：教材是課程的核心教學(xué)材料,是教學(xué)的主要資源與工具。自2011年外語教學(xué)與研究出版社基于新頒布的《全日制義務(wù)教育英語課程標(biāo)準(zhǔn)(2011年版)》對《新標(biāo)準(zhǔn)英語》教材進(jìn)行了修訂,2013年此套教材在烏魯木齊小學(xué)試用,尚未在全疆范圍內(nèi)推廣使用。而烏魯木齊處于多元化的地區(qū),是一個(gè)由47個(gè)少數(shù)民族組成的多民族聚居、多元文化并存的城市,七區(qū)一縣的68所雙語小學(xué)幾乎全部使用《新標(biāo)準(zhǔn)英語》教材,新版教材(以下簡稱新教材)在烏魯木齊雙語小學(xué)的適應(yīng)狀況如何?雙語小學(xué)的教師和學(xué)生對新教材的總體適應(yīng)性如何?雙語小學(xué)的民族教師和學(xué)生同漢族教師和學(xué)生對新教材的適應(yīng)性是否具有差異?本次研究通過對新教材在烏魯木齊雙語小學(xué)的適應(yīng)性進(jìn)行調(diào)查和分析,旨在了解新教材在烏魯木齊雙語小學(xué)的適應(yīng)現(xiàn)狀,探討雙語小學(xué)的教師和學(xué)生對新教材的適應(yīng)性不同的原因,為教材編者、相關(guān)教育部門及教師提出一定的意見和建議,從而進(jìn)一步提高該教材在烏魯木齊雙語小學(xué)的適應(yīng)性,為教材在新疆其他地區(qū)的推廣與發(fā)展做好鋪墊。本文采取文獻(xiàn)綜述法、問卷調(diào)查、訪談法等研究方法,根據(jù)自己研究內(nèi)容的需要,在參考相關(guān)研究問卷的基礎(chǔ)上修改并設(shè)計(jì)了本研究的調(diào)查問卷,通過對問卷進(jìn)行信度和效度檢驗(yàn),最終確定了《新標(biāo)準(zhǔn)英語》教材在烏魯木齊雙語小學(xué)的適應(yīng)性評價(jià)研究問卷。為保障樣本有效性,分別對不同類型的雙語小學(xué)進(jìn)行了問卷調(diào)查。并針對問卷調(diào)查中有待進(jìn)一步探究的問題,進(jìn)行了深入訪談。本研究的主要結(jié)論:教師和學(xué)生對新教材的適應(yīng)性總體評價(jià)較高;不同民族、教齡的教師對新教材適應(yīng)性評價(jià)的平均分不存在差異;不同類型學(xué)校的學(xué)生對新教材的適應(yīng)性評價(jià)的平均分不存在差異;不同類型學(xué)校的教師對新教材適應(yīng)性評價(jià)的平均分存在差異;在學(xué)生發(fā)展和教師水平維度方面,對教材適應(yīng)性評價(jià)漢族小學(xué)生比民族小學(xué)生的平均分高;在學(xué)生發(fā)展維度方面,對教材適應(yīng)性評價(jià)女生比男生的平均分高。總之,本文通過調(diào)查研究,分析了影響新教材在烏魯木齊雙語小學(xué)的適應(yīng)性因素并對教材編者提出兩條建議:加強(qiáng)語法編排體系的規(guī)律性,降低語法難度;整合教材內(nèi)容,提高語言材料的質(zhì)量。對相關(guān)教育部門提出兩條建議:在與烏魯木齊同等條件的新疆其他地區(qū),逐漸實(shí)現(xiàn)教材的推廣;加強(qiáng)不同類型雙語小學(xué)之間的幫扶力度,實(shí)現(xiàn)資源共享。對教師提出三條建議:加強(qiáng)對學(xué)生的需求分析,增加對少數(shù)民族小學(xué)生與男生英語學(xué)習(xí)的關(guān)注;注重教學(xué)策略,加強(qiáng)民族小學(xué)生學(xué)習(xí)英語的實(shí)際經(jīng)驗(yàn);加強(qiáng)對教材的解讀與把握,更好實(shí)現(xiàn)教材的最大功效。
[Abstract]:Teaching material is the core teaching material and the main resource and tool of teaching. Since 2011, Foreign language Teaching and Research Press has revised the textbook based on the newly promulgated English Curriculum Standards for Full-time compulsory Education (2011 Edition). In 2013, the textbook was tested in Urumqi Elementary School. It has not yet been popularized throughout Xinjiang. Urumqi is in a pluralistic region. It is a city of 47 ethnic minorities living in a multi-ethnic, multicultural city. Almost all of the 68 bilingual primary schools in seven districts and one county use the New Standard English textbook. What is the adaptation of the new textbooks (hereinafter referred to as the new textbooks) in Urumqi Bilingual Primary School? What is the overall adaptability of bilingual primary school teachers and students to the new textbooks? Are there any differences in the adaptability of ethnic teachers and students between bilingual primary schools and Han nationality teachers and students to the new textbooks? Through the investigation and analysis of the adaptability of the new textbooks in Urumqi Bilingual Primary School, the purpose of this study is to understand the adaptation status of the new textbooks in Urumqi Bilingual Primary School. This paper probes into the reasons why teachers and students in bilingual primary schools have different adaptations to the new textbooks, and puts forward some suggestions and suggestions for textbook editors, relevant education departments and teachers, so as to further improve the adaptability of the textbooks in Urumqi bilingual primary schools. For the teaching materials in other areas of Xinjiang to promote and develop well. This paper adopts the methods of literature review, questionnaire survey, interview and so on. According to the needs of our own research content, we modify and design the questionnaire based on the relevant research questionnaires. By testing the reliability and validity of the questionnaire, the author has finally confirmed the questionnaire of adaptability evaluation of the New Standard English textbook in Urumqi Bilingual Primary School. To ensure the validity of the sample, questionnaires were conducted on different types of bilingual primary schools. And in view of the questions that need to be further explored in the questionnaire, in-depth interviews are carried out. The main conclusions of this study are as follows: teachers and students have higher overall evaluation of the adaptability of the new teaching materials, and there is no difference in the average scores of the teachers' adaptability to the new textbooks among different nationalities and teaching years. There is no difference in the average scores of the students' adaptability to the new textbooks in different types of schools, the differences in the average scores of the teachers' adaptability to the new textbooks in different types of schools, and the differences in the dimensions of students' development and teachers' level. The average score of the Han pupils was higher than that of the ethnic pupils, and the average score of the female students was higher than that of the boys in the dimension of students' development. In a word, through investigation and research, this paper analyzes the adaptability factors of the new textbooks in Urumqi Bilingual Primary School, and puts forward two suggestions to the textbook editors: strengthening the regularity of the grammar arrangement system, reducing the grammatical difficulty, integrating the content of the textbooks, Improve the quality of language materials. This paper puts forward two suggestions to the relevant education departments: in other areas of Xinjiang, where the conditions are the same as Urumqi, the promotion of teaching materials is gradually realized, and the help between different types of bilingual primary schools is strengthened to realize the sharing of resources. Three suggestions are put forward to teachers: to strengthen the analysis of students' needs, to pay more attention to the English learning of minority pupils and boys, to pay attention to teaching strategies, and to strengthen the practical experience of ethnic primary school students in learning English. Strengthen the reading and grasp of teaching materials, better achieve the maximum effect of teaching materials.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.31

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本文編號：1884752