公办小学与培训机构之英语情境创设对少儿英语口语学习影响之对比研究 A Comparative Study of the Influence of English Situation Creation in Public Primary Schools and Training Institutions on Children’s Oral English开题报告

 2022-12-31 01:12

1. 研究目的与意义

内容：对比研究公办小学与培训机构的不同英语情境创设对少儿英语口语水平的影响意义：通过本次研究，找出更适合少儿学习英语口语的情境创设方式，增强少儿的口语自信，提高他们的口语表达水平，助力他们日后再国际舞台上发光发亮

2. 文献综述

Language is our common means of communication. Oral communication is the most important and common way of communication. With the development of globalization, English is becoming a universal language in the world. The importance of spoken English is self-evident. For Chinese ESL (English as a Second Language) learners who want to improve their oral ability, the main problem is the lack of a linguistic environment. And at the same time, the teaching methods and approaches in public primary schools are somewhat backward. Many students have lost interest in learning English. For these students who like to learn this language and want to learn more, the contents of the classroom teaching can no longer meet their needs, which leads to the appearance of many training institutions. In addition, with the improvement of living standards, more and more parents choose to send their children to training institutions to learn English even at a young age. These training institutions differ greatly from public primary schools in the aspects of teaching environment and teaching approaches. Thus, the difference in teaching effectiveness is also obvious.At present, English is already a required curriculum in Chinese schools. Primary school students often learn English with temporary enthusiasm and interest, and forget it quickly. If they encounter setbacks, their enthusiasm and interest will soon fade away. Therefore, we should create a situation for the students, so that they can practice their English to achieve the goal of internalization more easily. It is more effective to learn a foreign language if a good English learning situation is created for children. Education should be a proactive process that must be developed through the positive experience, participation, practice, and active attempt and creation so as to gain cognitive and language skills said Xia Wang (2010). Therefore, teachers should try to create a vivid and real language environment, so that students can gradually foster their interest in learning English. In 1989, Brown, Collin and Duguid first proposed the concept of situational teaching in Situated Cognition and the Culture of learning. They believed that knowledge can only develop and become meaningful in situations, so students should learn and think about knowledge in situation. The situational teaching method refers to the teaching method that the teacher guides the students to understand the knowledge through the creation of emotional situations, so that the students interest in learning can be cultivated and stimulated. Based on its Chinese meaning, we can understand situational teaching in this way: One is emotion (情) and the other is environment (境) . They refer to the sum of all internal and external conditions of peoples lives. The word situation in the situational teaching has two meanings. Cheng Fang (2015) said intuitive teaching is the use of teaching aids as a sensory transmitters to show students some knowledge through a certain way or method, and to improve the efficiency or effectiveness of learning a teaching method. For example, when learning the words of various human organs, such as head, face, eyes, ears, the teacher will ask the students to point at their heads and say head or pull two ears and say ears. Through repeating training, students will be more familiar with each organ. Using this intuitive teaching method can make it easy for students to understand and master words.All human activities are carried out in a certain situation. When you leave the situation, the activity loses the foundation of time, space and environment. Li Jilin （2002）, a senior expert in Chinese research of situation, divides the situation into six situations: physical situation, simulated situation, linguistic expression, imaginary situation, reasoning situation and problem situation, based on the different effects of stimuli on students senses or thinking activities.A famous psychologist, J, Piaget (1970), put forward Constructive Theory. He believes that children gradually build knowledge about the outside world in the process of interaction with the surrounding environment, so that their cognitive structures can be developed (Zhang Jianwei, Chen Qi, 1998). According to Liu Yiyue (2017), the situational teaching should follow three principles: Direct perception principle; Interest principle; Practice principle. She sums up from the collection of relevant data that the oral English teaching models must be diversified and interesting, and teachers can not teach pupils oral English in the same way as the junior high school or college students. For pupils, learning English must be a funny thing. Xu Yuzhen (2004) discusses the significance of curriculum development. She believes that training institutions courses are set up around the special training objectives, and consequently, these schools have more freedom to make decisions than the public schools. Besides, she holds the view that curriculum development in training institutions is better than that in public schools. In 1929, Alfred North Whitehead argued that the way students learned in school led to the creation of inert knowledge, and the knowledge students learned in school is only used to prepare for the exam. It can not solve the actual problems. Knowledge acquired without situation is often inert and not practical.Lv Wenjing (2008) has found that from the perspective of critical education and reforming the current school education, western scholars pay more attention to situational awareness and learning, as well as learning environment and the study of the learning community. They also pointed out that in the school, the teachers teaching way is isolated and abstract and it can only lead to the generation of inert knowledge. Therefore, the study of knowledge must have the following conditions: learning in meaningful, real and complex situations; interacting and negotiating in meaningful, real and complex situations; learning and gaining knowledge to produce meaning and learner identity in meaningful, real and complex situations.

3. 设计方案和技术路线

课堂观察法理论分析法数据分析法文献研究法

4. 工作计划

3.15基本框架4.5初稿4.20二稿5.20终稿

5. 难点与创新点

本课题不仅研究了培训机构的情境创设方式，还与公办小学的老师一起探讨了课堂情境创设的改善方式，本课题分析了不同的情境创设方式及其应用实例，并通过实验数据分析找出更适合少儿英语口语学习的情境创设方式。

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