“外贸函电”六步教学法改革的实证研究
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摘要
六步教学法是行动导向型教学法领域所常采用的教学步骤,包括:资讯、计划、决策、实施、检查、评价。该研究将六步教学法引入"外贸函电"进行课程教学设计,提出了函电教学的六个步骤,分别是:任务导入,制定方案,协作实施,点拨引导,成果交流,评估总结;并且以实证研究来验证其教学效果。通过比较实验组与控制组的前测、后测成绩,利用SPSS统计软件进行数据分析,结果证明:采用了六步教学法的实验组学生对外贸函电知识的掌握与应用能力明显优于采用了普通教学法的控制组。
The six-step teaching method is often adopted in action-oriented learning education, they are consultation,planning,decision,implementation,assessment,and evaluation. This study applies the six-step method into the teaching of Foreign Trade Correspondence. The author putts forward a new six-step teaching method. They are task lead-in,plan-making,collaborative ly-implementing,supervising and guiding,presentation and sharing,assessment and conclusion. This new method is verified by experiments,in which experimental group's testing results at the beginning and at the end of the semester are contrasted with the control group's. The data of contrasted results are analyzed by SSPS,which proves that the teaching results of experimental group,which are taught by the new six-step teaching method,are better than the teaching results of control group,which are taught by the normal teaching method.
The six-step teaching method is often adopted in action-oriented learning education, they are consultation,planning,decision,implementation,assessment,and evaluation. This study applies the six-step method into the teaching of Foreign Trade Correspondence. The author putts forward a new six-step teaching method. They are task lead-in,plan-making,collaborative ly-implementing,supervising and guiding,presentation and sharing,assessment and conclusion. This new method is verified by experiments,in which experimental group's testing results at the beginning and at the end of the semester are contrasted with the control group's. The data of contrasted results are analyzed by SSPS,which proves that the teaching results of experimental group,which are taught by the new six-step teaching method,are better than the teaching results of control group,which are taught by the normal teaching method.
引文
[1]姜大源.论行动体系及其特征——关于职业教育课程体系的思考[J].教育发展研究,2002(12):70-75.
[2]刘淑,牛春林.基于工作过程的“外贸函电写作”课程开发与实施[J].鸡西大学学报,2014(11):80-82.
[3]张晓红.《外贸英语函电》教学的问题与对策[J].教育理论与实践,2015(18):55-56.
[4]姜大源.“学习领域”课程:概念、特征与问题——关于德国职业学校课程重大改革的思考[J].外国教育研究,2003(1):26-31.
[5]林希.行动导向教学法研究[J].教育与职业,2013(29):149-150.
[6]马树超.工学结合:职业教育模式转型的必然要求[J].教育发展研究,2005(16):13-16.
[2]刘淑,牛春林.基于工作过程的“外贸函电写作”课程开发与实施[J].鸡西大学学报,2014(11):80-82.
[3]张晓红.《外贸英语函电》教学的问题与对策[J].教育理论与实践,2015(18):55-56.
[4]姜大源.“学习领域”课程:概念、特征与问题——关于德国职业学校课程重大改革的思考[J].外国教育研究,2003(1):26-31.
[5]林希.行动导向教学法研究[J].教育与职业,2013(29):149-150.
[6]马树超.工学结合:职业教育模式转型的必然要求[J].教育发展研究,2005(16):13-16.