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

【摘要】：教材是課程的核心教學材料,是教學的主要資源與工具。自2011年外語教學與研究出版社基于新頒布的《全日制義務教育英語課程標準(2011年版)》對《新標準英語》教材進行了修訂,2013年此套教材在烏魯木齊小學試用,尚未在全疆范圍內推廣使用。而烏魯木齊處于多元化的地區(qū),是一個由47個少數(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所雙語小學幾乎全部使用《新標準英語》教材,新版教材(以下簡稱新教材)在烏魯木齊雙語小學的適應狀況如何?雙語小學的教師和學生對新教材的總體適應性如何?雙語小學的民族教師和學生同漢族教師和學生對新教材的適應性是否具有差異?本次研究通過對新教材在烏魯木齊雙語小學的適應性進行調查和分析,旨在了解新教材在烏魯木齊雙語小學的適應現(xiàn)狀,探討雙語小學的教師和學生對新教材的適應性不同的原因,為教材編者、相關教育部門及教師提出一定的意見和建議,從而進一步提高該教材在烏魯木齊雙語小學的適應性,為教材在新疆其他地區(qū)的推廣與發(fā)展做好鋪墊。本文采取文獻綜述法、問卷調查、訪談法等研究方法,根據(jù)自己研究內容的需要,在參考相關研究問卷的基礎上修改并設計了本研究的調查問卷,通過對問卷進行信度和效度檢驗,最終確定了《新標準英語》教材在烏魯木齊雙語小學的適應性評價研究問卷。為保障樣本有效性,分別對不同類型的雙語小學進行了問卷調查。并針對問卷調查中有待進一步探究的問題,進行了深入訪談。本研究的主要結論:教師和學生對新教材的適應性總體評價較高;不同民族、教齡的教師對新教材適應性評價的平均分不存在差異;不同類型學校的學生對新教材的適應性評價的平均分不存在差異;不同類型學校的教師對新教材適應性評價的平均分存在差異;在學生發(fā)展和教師水平維度方面,對教材適應性評價漢族小學生比民族小學生的平均分高;在學生發(fā)展維度方面,對教材適應性評價女生比男生的平均分高�？傊�,本文通過調查研究,分析了影響新教材在烏魯木齊雙語小學的適應性因素并對教材編者提出兩條建議:加強語法編排體系的規(guī)律性,降低語法難度;整合教材內容,提高語言材料的質量。對相關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),逐漸實現(xiàn)教材的推廣;加強不同類型雙語小學之間的幫扶力度,實現(xiàn)資源共享。對教師提出三條建議:加強對學生的需求分析,增加對少數(shù)民族小學生與男生英語學習的關注;注重教學策略,加強民族小學生學習英語的實際經(jīng)驗;加強對教材的解讀與把握,更好實現(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.
【學位授予單位】：新疆師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.31

【共引文獻】

相關期刊論文 前10條

1 師保國,廖承琳;個性化教育中元認知訓練的意義及其實施[J];四川師范學院學報(哲學社會科學版);2002年06期

2 吳澗石;;科學學科的中小學銜接策略探微[J];教育研究與評論(中學教育教學);2011年12期

3 許晏瑋;;從心理語言學談影響大學英語聽力的心理因素[J];考試周刊;2010年16期

4 閆江濤;論教師的學生觀[J];開封教育學院學報;2003年03期

5 魯朋舉;羅樂;;實施問題解決教學的策略[J];科教導刊(中旬刊);2012年02期

6 陳曉慧;課堂媒體教學心理氣氛的創(chuàng)設[J];寧波大學學報(教育科學版);1999年05期

7 張大均,劉衍玲,洪顯利;關于高中生心理素質與學業(yè)成績研究的幾點思考[J];樂山師范學院學報;2000年04期

8 文正東;我國中小學教師心理健康與教學效能感關系探析[J];樂山師范學院學報;2004年06期

9 蔣志斌,蔣筱芳;論跨世紀教師的成長與發(fā)展[J];連云港教育學院學報;1999年04期

10 朱學敏;;淺析初中生學習物理困難的原因及對策[J];華章;2014年14期

相關博士學位論文 前2條

1 張希希;論有效的課堂交往[D];西南師范大學;2001年

2 于海波;科學課程的文化闡釋與時代建構[D];西北師范大學;2003年

相關碩士學位論文 前10條

1 寧微;元認知和學習動機對小學數(shù)學應用題解決的干預研究[D];遼寧師范大學;2010年

2 梁琴;英語審美化教學策略對初一學生英語能力的影響的實驗研究[D];西南師范大學;2000年

3 趙希斌;私立小學學生心理狀況及其生活學習環(huán)境的調查研究[D];貴州師范大學;2000年

4 洪顯利;組塊構建記憶策略訓練，，提高高一學生英語詞匯學習質量的實驗研究[D];西南師范大學;2001年

5 唐鐘麗;高中生化學學習策略訓練的實驗研究[D];西南師范大學;2001年

6 卿素蘭;中學英語素質教育三維促進學習模式的構建與實驗研究[D];貴州師范大學;2001年

7 莫秀鋒;初中生數(shù)學學習策略的發(fā)展特點及可控心理影響因素研究[D];西南師范大學;2002年

8 陽澤;團體合作認知影響學生幾何概念結構表征的實驗研究[D];西南師范大學;2002年

9 羅萬春;GX實驗教材的編寫策略探究[D];西南師范大學;2002年

10 吳海榮;合作認知對不同學習策略水平的初中生物理解題能力影響的實驗研究[D];西南師范大學;2003年

本文編號：1884752