活动教学法在高中英语口语教学中运用

自改革开放以来,随着对外交流的增加,外语人才的需求急剧增长。然而,就目前而言,学生的口语水平远远跟不上社会快速发展的需要,传统的口语教学方法有待进一步改进。本文的目的旨在探索一条具有实际操纵意义的口语教学途径。活动教学法给我们提供了无穷的选择空间,它不仅鼓励学生更多地参加口语活动而且促进学生口语能力的提高。本文采用文献法,对比法和实验研究法探讨活动教学法在英语口语课堂教学中的作用。笔者首先阐述了在口语教学中进行活动教学的必要性及活动教学法的理论基础和主要特点。接着提出了活动设计所遵循的准则,并提出了有自己教学特色的活动教学模式:活动前(pre-classactivity)→活动中(while-classactivity)→活动后(post-classactivity)→评价(assesent)。笔者通过活动教学法和传统教学法案例的比较,分析了两者的不同。最后在一系列教学实验和问卷调查的基础上得出了活动教学法既符合语言学习的交际本质,又能激发学生的学习兴趣,从而有效地提高他们的英语口语能力。【关键词】：活动教学法高中英语口语教学
【论文提纲】：Chineseabstract2-3Englishabstract3-5Chinesesynopsis5-7Englishsynopsis7-12ChapterOneIntroduction12-161.1ThehnportanceofspeakinginEnglishteaching12-141.2Thenecessityandfeasibilityofactivityintheoralcourse14-16ChapterTwoLiteratureReview16-242.1Areviewofteachingapproachesinhistory16-192.1.1Grammar-Translationmethod162.1.2Directmethod16-172.1.3TheAudio-lingualmethod17-182.1.4Communicativeapproach18-192.2Theoreticalbaseortheactivityclass19-242.2.1Learningtheories19-212.2.2Thesecondlanguageacquisition21-24ChapterThreePrincipleordesigningoralclassactivities24-283.1Goal243.2Realsituations24-253.3Heterogeneity25-263.4Interest26-273.5Interaction27-28ChapterFourTheapplicationoftheactivity-basedapproachtothespeakingcourse28-384.1Pre-classactivities28-314.1.1Introducinganactivity284.1.2Freetalkanddutyreports28-294.1.3Usinideosandmovies294.1.4Brainstorming29-304.1.5Games30-314.2While-classactivities31-344.2.1Pairwork31-324.2.2Groupwork32-334.2.3Informationgap33-344.2.4Problemsolving344.ost-classactivities34-374.3.1Debate354.3.2Interview35-364.3.3Roleplay364.3.4Classsurvey36-374.4Theassesentofactivities37-38ChapterFiveExperimentsinthespeakingcourse38-495.1Comparisonbetweenthetraditionalactivityclassandthenewone38-425.1.1Analysisofteachingstructure40-425.2Extracurricularactivities42-435.re-testDataandtheirinterpretation43-455.3.1Oraltestbeforetheexperiment435.3.2ASurveybeforetheexperiment43-455.4Post-testDataandtheirinterpretation45-495.4.1Oraltestaftertheexperiment45-465.4.2ASw-veyaftertheexperiment46-49ChapterSixConclusion49-51References51-54AppendixⅠ54-55AppendixⅡ55-57Acknowledgements57