文化英语论文提纲

论文题目：高中英语四步七环文化回应教学模式提高中国文化英语表达能力的行动研究

摘要：近年来,党和国家大力地倡导“讲好中国故事、传递中国声音、彰显中国特色”,以及高度地重视中国传统精髓文化的弘扬与发展,并颁布相对应的纲领性文件以加强中国传承文化的教育。教育部制定并颁布了《普通高中英语课程标准（2017年版）》（以下简称“新课程标准”）,“将对社会主义建设者和后继者进行培训,使其适应中国的情感,国际视野和文化底蕴。交流技能作为当前教学外语的重要目标之一。”近几年来,高考试题中也加大了对中国文化英语表达的考查,这无疑对高中生中国文化英语表达能力提出了更高、更全面的要求。然而在实际的课堂教学中,教师更加地注重目的语文化的英语学习,而较少涉及到与学习者生活经验相关的中国文化英语表达的理解和运用,从而导致学生无法准确地运用英语去表达中国文化,中国文化失语现象明显。为了解决以上问题,本研究以南充市B中学的高二（6）班全体学生和该年级的四名英语教师作为研究对象;以调查问卷、能力测试卷和访谈等作为研究工具;以盖伊的文化回应教学理论和罗杰斯的有意义学习理论作为理论基础,围绕以下两个问题展开研究:第一,运用“四步七环”文化回应教学模式能否改善学生对待中国文化英语学习的态度和行为以及提高学生用英语表达中国文化的能力?第二,为什么“四步七环”中国文化回应教学模式对提高中国文化英语表达能力有效?采用行动研究法在南充市B中学高二（6）班开展为期四个月的教育行动研究。在行动研究过程中,研究者运用“四步七环”中国文化回应教学模式,（“四步”:热身运动、知识链接、巩固练习、评价反思;“七环”:文化导入、自主学习、合作研讨、展示交流、意义练习、情景运用、过程性评价）进行教学设计和教学实施。在教学过程中严格遵循综合性原则、适度性原则、激励性原则、启发性原则、交际性原则和相关性原则。行动研究结果表明:“四步七环”文化回应教学模式能够提高学生用英语表达中国文化的能力。除此之外,在行动研究之后,学生中国文化英语表达能力得到了提高,主要表现在词汇表达能力和书面表达能力两个方面。

关键词：文化回应教学模式;中国文化;高中英语教学;行动研究

学科专业：教育硕士（专业学位）

摘要

Abstract

Chapter One Introduction

1.1 Background of the Research

1.1.1 Theoretical Perspective

1.1.2 Realistic Perspective

1.1.3 Curriculum Standards Perspective

1.2 Purpose of the Research

1.3 Significance of the Research

1.3.1 Theoretical Significance

1.3.2 Practical Significance

1.4 The Organization of Thesis

Chapter Two Literature Review

2.1 Definition of Related Concepts

2.1.1 Chinese Culture

2.1.2 Four Steps and Seven Rings Culturally Responsive Teaching Model

2.1.3 Action Research

2.2 Theoretical Basis

2.2.1 Rogers’Meaningful Learning Theory

2.2.2 Culturally Responsive Teaching Theory

2.3 Previous Studies on Culturally Responsive Teaching Abroad and at Home

2.3.1 Study on the Concept of Culturally Responsive Teaching

2.3.2 Study on the Values of Culturally Responsive Teaching

2.3.3 Study on Strategies of Culturally Responsive Teaching

2.3.4 Study on Teaching Models of Culturally Responsive Teaching

2.4 Summary of Literature Review

Chapter Three Action Research Design

3.1 Research Questions

3.2 Research Subjects

3.3 Research Instruments

3.3.1 Questionnaire

3.3.2 Competency Test Paper

3.3.3 Interviews

3.4 Research Procedures

3.5 Data Collection

3.5.1 Data Collected from the Questionnaire

3.5.2 Data Collected from the Competency Test

3.5.3 Data Collected from the Interview

3.5.4 Problem Identification and Cause Analysis

3.6 The First Round Action Research

3.6.1 Plan of Action Research

3.6.2 Implementation of the Action Research

3.6.3 Reflection,Summary and Improvement of Action Research

3.7 The Second Round Action Research

3.7.1 Plan of Action Research

3.7.2 Implementation of Action Research

3.7.3 Reflection,Summary and Improvement of Action Research

3.8 The Third Round Action Research

3.8.1 Plan of Action Research

3.8.2 Implementation of Action Research

3.8.3 Reflection,Summary and Improvement of Action Research

Chapter Four Results and Discussion

4.1 Changes in Students’ Attitude and Behavior Towards Learning Chinese Culture in English

4.1.1 Students’ Interest in Learning Expressions of Chinese Culture in English Improved

4.1.2 The Significance and Necessity of Chinese Culture of English learning Enhanced

4.1.3 English Expressions of Chinese Culture Paid More Attention After Class

4.2 Changes in Students’ Ability of Vocabulary and Written Expression of Chinese Culture in English

Chapter Five Conclusion

5.1 Major Findings

5.2 Implications of This Action Research for English Teaching

5.3 Shortcomings and Prospects of This Action Research

References

Appendix 1

Appendix 2

Appendix 3 对教师的访谈提纲

Appendix 4 第一轮行动研究后对学生进行的半结构访谈提纲

Acknowledgement