高级英语课程教学方法论文提纲

论文题目：初中英语教材二次开发途径的个案研究

摘要：随着“一纲多本”取代“一纲一本”,目前我国英语新课程教材的版本多达十几种,教材的编排体例和语言材料不尽相同。新课程标准倡导教师创造性地、科学地使用教材和整合其他教学资源,教师应从被动地执行教材转变为积极地开发教材,以实现教学效率的优化提高。但值得强调的是,教科书作为学科知识的载体,依旧被视为课程资源的核心,如何科学合理的进行课程资源开发,优化教学效率,已经成为中小学英语教学研究中不可忽视的问题。此研究中,作者采用个案研究的方式,对一名拥有长达32年教龄的优秀英语教师在使用英语教材《新目标》时所采用的二次开发途径进行了研究。旨在探讨如下三个问题:1)研究对象采用了那些课程二次开发途径?2)研究对象所采用不同的课程二次开发途径的影响因素是什么?3)研究对象所采用的二次开发途径中有哪些可操作性模式?首先作者观察了鲁巷中学一位拥有长达32年教龄的高级英语教师的20节英语课,来分析其采取了哪些“二次开发”途径。同时,为了确保本研究的信度与效度,作者观察了一位教同一年级不同班级的新手英语教师的20节。然后,基于对课堂观察结果的分析和新课标的要求,通过问卷和访谈的形式探讨“二次开发”途径背后的深层原因,归纳其所用的开发模式。通过研究,作者发现研究对象围绕教学目标、方法和内容而进行“取舍整合”的英语教材“二次开发”实践模式:1)教学目标。设置尽可能详细具体的教学目标。2)教学方法。采用综合教学法和集中强化教学法。3)教学内容。采用以调整内容,补充内容,调整顺序,替换内容,拓展内容等为主的教学内容“二次开发”范式。实施教材二次开发过程中,研究者较少关注教师课堂机智,这将会是本研究者以后的关注重点。

关键词：《新目标》英语教材;教材“二次开发”;英语教学

学科专业：学科教学（英语）

Abstract

摘要

1. Introduction

1.1 The research background

1.2 The research significance

1.3 The thesis structure

2. Literature Review

2.1 Key terms

2.1.1 Textbooks

2.1.2 Go For it!

2.2 Textbook redevelopment

2.3 Related studies at home and abroad'

2.3.1 Studies on textbook redevelopment abroad

2.3.2 Studies on textbook redevelopment at home

3. Theoretical Support of the Study

3.1 Babansky's optimum teaching theory

3.1.1 The process of optimizing teaching

3.1.2 Criteria of the Optimum Teaching

3.1.3 Evaluation of the theory

3.2 The constructivism outlook on student

4. Research Methodology of the Study

4.1 Research questions

4.2 The research textbook and the research subjects

4.2.1 The research textbook

4.2.2 The research subjects

4.3 Research instruments

4.3.1 Classroom observation

4.3.2 Questionnaires

4.3.3 Interview

4.4 Research procedures

5. Analysis of the Data

5.1 What are the methods of the textbook redevelopment used by the teacher?

5.1.1 The methods of the redevelopment of teaching objective

5.1.2 The methods of the redevelopment of content within the textbooks.

5.1.3 The method of the redevelopment of teaching approach

5.2 What are the influential factors in different methods of the textbookredevelopment used by the teacher?

5.2.1 The teacher's awareness of developing textbook resources

5.2.2 The teacher's awareness of setting teaching objective

5.2.3 The teacher's awareness of choosing teaching approach

5.3 What are the practical patterns of the methods of the textbookredevelopment used by the teacher?

5.3.1 The first pattern of dealing with the teaching content within thetextbooks

5.3.2 The second pattern of dealing with setting teaching objective

5.3.3 The third pattern of dealing with adopting teaching approach

5.4 Analysis of the tests

6. Conclusion

6.1 Major findings

6.1.1 The influential factors in the textbook redevelopment

6.1.2 The Patterns of the textbook redevelopment used by the teache

6.2 Limitations of the present study

6.3 Suggestions for the further study

Bibliography

Appendix

Appendix Ⅰ

Appendix Ⅱ

Appendix Ⅲ

Acknowledgements