基于图式的初中英语课堂教学设计及实验
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摘要
在认知发展心理论中,图式理论是其核心概念,因具有很强的概括性和解释力,已被用来解释多方面的心理过程。近几年来,许多心理学家和心理语言学家将图式理论运用于外语教学领域,试图用它来解释外语学习的心理过程。即:学习的过程实际上是学习者主动地建构新知识结构的过程。也只有当学生能够将新知识纳入已有的图式或通过对已有图式的修改、创建新的图式时,学生的学习才有意义。语言的习得——英语的学习过程就是学生对语言知识的意义建构(manufacturingmeaningfulness)。而教学活动就是教师引导学生获得一个个图式的过程。因此,这就要求教师在教学活动的设计上,应与“学生为中心”,合理设计教案,以达到如下图式原理:首先,激活学生已有经验图式,形成有助的群集;第二,引导学生构建新图式;第三,帮助其巩固新建图式;最后,协助学生实现图式迁移。
然而,目前研究者们使用图式理论于英语阅读教学、写作教学、听力教学和词汇教学方面的研究较多,于会话教学的研究也屡见不鲜,图式应用于听说结合、读写结合的英语课堂教学中还较少见,尤其是以听说结合或读写结合编写成一个个教学单元的初中课堂教学的研究和实验更是少见。
本论文作者尝试将图式理论运用于八年级(初二级)英语教学活动中,以该理论指导设计听说结合或读写结合的某一单元教案并实施研究,试图证实图式理论教学法能够有效提高初中学生英语综合能力的假设。
为此,本研究采取实证性的研究方法,通过运用图式理论设计和构思初中英语课堂教学,使用具体案例展示对学生英语成绩的影响。然后对实验班(EC)45名学生进行实验前后两次的问卷调查,对实验班(EC)和控制班(CC)两个班在校统一月考,镇统一中段考,及市期末统考中的成绩比较,最后对两班学生的成绩和结果进行分析。实验结果证实了本研究提出的两个假设,并发现:“图式”教学法还可以使学生的学习兴趣、学习态度、学习策略、学习动机和跨文化意识等方面向良性转变。
本论文共分为六章:
第一章引言主要阐述本文研究的背景,论文研究的问题、方法和研究意义。
第二章回顾了图式的理论渊源以及国内外与图式相关的理论研究及成果。
第三至第五章是本研究的主体部分。
第三章阐明了图式理论在外语教学中的意义和应用,图式在初中英语课堂教学中的设计思路与例案探讨。
第四章和第五章详细阐述在课堂中实施“图式”教学试验的具体操作过程,具体案例展示,以及对实验结束后所收集的数据分析,得出了运用图式理论设计初中英语课堂教学,能有效帮助学生提高英语整体水平,协助其较好完成目标语言的习得。
第六章,提出了一些启示和进一步研究的意义。
Schema is a nucleus conception of cognitive development psychology. It has been applied to illustrate many aspects of psychological process because of its having powerful generality and interpretation. Recently, many psychologists and psycholinguists apply schema theory to the foreign language teaching (FLT). They try to illustrate those foreign language learners' psychological process .That is, the process of learning is actually the process of learners' constructing new knowledge and experiences in their mind—schema. Only when students can link new language knowledge with relevant conception in the existing cognitive structures, or revise their old knowledge and experiences in their mind, and then construct new schema, language acquisition of them belongs to meaningful learning.
The process of language learning, as well as the process of English language acquisition, is the process which students construct language knowledge and get experiences by the way of manufacturing meaningfulness. The task of language teaching is that a teacher should guide or help students get one schema and another. So, at the beginning of the language teaching, a teacher should consider "the students' centre " as a rule and try to design a teaching plan as perfectly as possible, which can act as the following: First, activating the schema already existing in the students' mind in order to form the helping collections for their language learning; then, guide them construct new schema; next, helping them consolidating the new schema; last, promoting the output of new schema.
Most schema researchers apply schema theory to the English reading teaching, writing teaching, listening teaching and the lexical teaching. It is also applied to speaking (communicating ) teaching. However, the theory in English comprehension lesson—listening and speaking lesson or reading and writing lesson is sparse, especially in junior high schools in which its teaching lesson consists of listening and speaking or reading and writing.
The thesis tries to describe how to use the schema theory in junior Grade Eight, and how to apply it to design and study an English lesson plan.
The empirical research is made in this study which applies schema theory to design an English teaching lesson and then presents a sample lesson plan to show how it makes influence on the experiment class. The author made two questionnaire surveys for the experiment class, collected the data from results of pre-test, three school—wide exams, post-test, and then makes a careful analysis of the results. The study proves and supports the two hypothesis raised by the author. The author also finds out that after a series of training in the framework of schema theory, students increase their self-confidence and interests and improve their learning strategies, learning attitude, motives and etc.
The thesis consists of six chapters.
Chapter One mainly introduce the background of the research and put forward the problems, methods and the significance of the research.
Chapter Two revised the historical origin of schema and introduced the research on the schema theory and its achievements concerning schema home and abroad .
Chapter Three to Five are the key parts of the thesis .
Chapter Three introduces the significance of the schema theory applied to junior high schools' English lessons, its affection on FLT and the idea of designing lesson plans .It also discussed a sample English lesson plan.
Chapter Four and Five study carefully how to apply the theory onto the English lessons in junior high schools and demonstrate the teaching strategy in FLT classroom .After analyzing the data of the experiment, the author drew the conclusion that schema theory is very effective in improving the students comprehensive competence and helping them reach the aims of language learning.
然而,目前研究者们使用图式理论于英语阅读教学、写作教学、听力教学和词汇教学方面的研究较多,于会话教学的研究也屡见不鲜,图式应用于听说结合、读写结合的英语课堂教学中还较少见,尤其是以听说结合或读写结合编写成一个个教学单元的初中课堂教学的研究和实验更是少见。
本论文作者尝试将图式理论运用于八年级(初二级)英语教学活动中,以该理论指导设计听说结合或读写结合的某一单元教案并实施研究,试图证实图式理论教学法能够有效提高初中学生英语综合能力的假设。
为此,本研究采取实证性的研究方法,通过运用图式理论设计和构思初中英语课堂教学,使用具体案例展示对学生英语成绩的影响。然后对实验班(EC)45名学生进行实验前后两次的问卷调查,对实验班(EC)和控制班(CC)两个班在校统一月考,镇统一中段考,及市期末统考中的成绩比较,最后对两班学生的成绩和结果进行分析。实验结果证实了本研究提出的两个假设,并发现:“图式”教学法还可以使学生的学习兴趣、学习态度、学习策略、学习动机和跨文化意识等方面向良性转变。
本论文共分为六章:
第一章引言主要阐述本文研究的背景,论文研究的问题、方法和研究意义。
第二章回顾了图式的理论渊源以及国内外与图式相关的理论研究及成果。
第三至第五章是本研究的主体部分。
第三章阐明了图式理论在外语教学中的意义和应用,图式在初中英语课堂教学中的设计思路与例案探讨。
第四章和第五章详细阐述在课堂中实施“图式”教学试验的具体操作过程,具体案例展示,以及对实验结束后所收集的数据分析,得出了运用图式理论设计初中英语课堂教学,能有效帮助学生提高英语整体水平,协助其较好完成目标语言的习得。
第六章,提出了一些启示和进一步研究的意义。
Schema is a nucleus conception of cognitive development psychology. It has been applied to illustrate many aspects of psychological process because of its having powerful generality and interpretation. Recently, many psychologists and psycholinguists apply schema theory to the foreign language teaching (FLT). They try to illustrate those foreign language learners' psychological process .That is, the process of learning is actually the process of learners' constructing new knowledge and experiences in their mind—schema. Only when students can link new language knowledge with relevant conception in the existing cognitive structures, or revise their old knowledge and experiences in their mind, and then construct new schema, language acquisition of them belongs to meaningful learning.
The process of language learning, as well as the process of English language acquisition, is the process which students construct language knowledge and get experiences by the way of manufacturing meaningfulness. The task of language teaching is that a teacher should guide or help students get one schema and another. So, at the beginning of the language teaching, a teacher should consider "the students' centre " as a rule and try to design a teaching plan as perfectly as possible, which can act as the following: First, activating the schema already existing in the students' mind in order to form the helping collections for their language learning; then, guide them construct new schema; next, helping them consolidating the new schema; last, promoting the output of new schema.
Most schema researchers apply schema theory to the English reading teaching, writing teaching, listening teaching and the lexical teaching. It is also applied to speaking (communicating ) teaching. However, the theory in English comprehension lesson—listening and speaking lesson or reading and writing lesson is sparse, especially in junior high schools in which its teaching lesson consists of listening and speaking or reading and writing.
The thesis tries to describe how to use the schema theory in junior Grade Eight, and how to apply it to design and study an English lesson plan.
The empirical research is made in this study which applies schema theory to design an English teaching lesson and then presents a sample lesson plan to show how it makes influence on the experiment class. The author made two questionnaire surveys for the experiment class, collected the data from results of pre-test, three school—wide exams, post-test, and then makes a careful analysis of the results. The study proves and supports the two hypothesis raised by the author. The author also finds out that after a series of training in the framework of schema theory, students increase their self-confidence and interests and improve their learning strategies, learning attitude, motives and etc.
The thesis consists of six chapters.
Chapter One mainly introduce the background of the research and put forward the problems, methods and the significance of the research.
Chapter Two revised the historical origin of schema and introduced the research on the schema theory and its achievements concerning schema home and abroad .
Chapter Three to Five are the key parts of the thesis .
Chapter Three introduces the significance of the schema theory applied to junior high schools' English lessons, its affection on FLT and the idea of designing lesson plans .It also discussed a sample English lesson plan.
Chapter Four and Five study carefully how to apply the theory onto the English lessons in junior high schools and demonstrate the teaching strategy in FLT classroom .After analyzing the data of the experiment, the author drew the conclusion that schema theory is very effective in improving the students comprehensive competence and helping them reach the aims of language learning.
引文
David.R.Shaffer.Developmental Psychology Childhood &Adolescence(6~(th)Edition [发展心理学一儿童与青少年(第六版)][M].邹泓译.北京:中国轻工业出版社,2007.
E Ungener &H.J.Schmid An Introduction to Cognitive Linguistics[M].Beiging:Foreign Teaching and Research Press,2001.
Hamer & Jererny.The Plactice of English Teaching[M].New York:Longrnan,1983.
Hamer & Jeremy.How to Teach English[M].Beijing:Foreign Language Teaching and Research Press.2000.
Jim Scrivener.Learning Teaching:A Guidebook for English-Language Teachers[M].上海:上海外语教育出版社,2002.
Margaret E.Gredler.Learning andInstruction:Theory into Practice(Fifth Edition)[学习与教学--从理论到实践(影印版)][M].北京:中国轻工业出版社,2004.
Peter Skehan A Cognitive Approach to Language Learning[M].Oxford University Press (上海:上海教育出版社),1998.
Timothy B.Jay.The Psychology of Language[M].北京:北京大学出版社,2005.
常崇林.图式及其功能[J].山东外语教育学,2002(5):29-33.
陈允成,理查德·D·帕森斯,斯蒂法妮·刘易斯·亨森,德伯拉·萨多-布朗.
Educational Psychology(教育心理学----实践者-研究者之路)(亚洲版)[M].何洁等译.上海:上海人民教育出版社,2007.
陈敏.思维导图及其在英语教学中的作用[J].外语电化教学,2005(总第101期).
杜雄柏.图式学说:康德与皮亚杰之比较研究[J].湘潭师范学院学报,1995,(1):27-29.
桂诗春.新编心理语言[M].上海:上海外语教育出版社,2000.
何广铿.英语教学法基础[M].广州:暨南大学出版社,2001.
韩宝成.外语教学科研中的统计方法[M].北京:外语教学与研究出版社,2000.
胡壮麟.语言学教程(修订版中译本)[M].北京:北京大学出版社,2002.
李庭芗.英语教学法[M].北京:高等教育出版社,1983.
李其维.皮亚杰理论,新皮亚杰学派及其他-J acques Voneche教授访谈录[J].心理科学,2000,(4):470-476.
李进喜.论外语教学中的图式[J].陕西师范大学学报,1998,(6)第27卷.
卢植.认知与语言-认知语言学引论[M].上海:上海教育出版社,2006.
林崇德.发展心理学[M].浙江:浙江教育出版社,2006.
刘华山.教育心理学[Z].武汉:华中师范大学出版社,2007.
刘润清.外语教学中的科研方法[M].北京:外语教学与研究出版社,1999.
刘青.图式理论在SEFC教材阅读教学中的应用研究.[MA].武汉:华中师范大学,2007.
梅德明,何星,吴贇等,大中小学英语教学现状调查[M].上海:上海外语教育出版社,2004.
皮亚杰.发生认识论原理[M].北京:商务印书馆,1996.
彭聃龄,张必隐.认知心理学[M].浙江:浙江教育出版社,2006.
皮连生.教育心理学(第三版)[M].上海:上海教育出版社,2004.
普来斯顿·D·费德恩,罗伯特·M·沃格尔.Methods of Teacheing Applying Gognitive Science to Promote Student Learning(教学方法-应用认知科学,促进学生学习)[M].王锦,曹军,徐彬译.上海:华东师范大学出版社,2006.
邱绍惠.图式理论在高中英语阅读教学中的应用[MA].福建:福建师范大学,2005.
齐颖.英语教学中的图式教学法[J].内蒙古:呼伦贝尔学院学报,2002(12)(第10卷第6期).
史传龙.图式理论与图式的激活与构建[J].新疆石油教育学院学报,2003,(3).
唐芳贵.图式研究的历史演变[J].重庆教育学院学报,2003,(1):52-63.
陶保平,黄河清.教育调查[M].上海:华东师范大学出版社,2005.
王兄.基于图式的数学学习研究[D].上海:华东师范大学,2005.
王寅.Explorations Cognitive Linguistics(认知语言学探索)[M].重庆:重庆出版社,2005.
王寅.Cognitive Linguistics(认知语言学)[M].上海:上海外语教育出社,2007.
王蔷.A Course in English Language Teaching(英语教学法教程)[M].北京:高等教育出版社,2000.
韦汉,章柏成.图式理论和中国外语教学研究的回顾与前瞻[J].西安外国语院学报,2004,(3):63-66.
杨钟琳.英语测试的原则与方法[M].浙江:杭州大学出版社,1992.
《英语》(English)(新课标)(初二年级上册教材)[z].北京:外语教学与研究出版社,2006.
《英语》(新课标)(教师用书Teacher's book 4)[Z].北京:外语教学与研究出版社,2006.
张维友.图式知识与阅读理解[J].外语界,1995,(2)(总第58期).
张春兴.教育心理学--三化取向的理论与实践[M].浙江:浙江教育出版社,1998.
章兼中.国外外语教学法主要流派[M].上海:华东师范大学出版社,1983.
周金浪.教育学[M].上海:上海教育出版社,2006.
赵艳芳.认知语言学概论[M].上海:上海外语教育出版社,2001.
訾韦力.近年国内图式理论应用研究述评[J].中国农业大学学报,2004,(3):78-81.
E Ungener &H.J.Schmid An Introduction to Cognitive Linguistics[M].Beiging:Foreign Teaching and Research Press,2001.
Hamer & Jererny.The Plactice of English Teaching[M].New York:Longrnan,1983.
Hamer & Jeremy.How to Teach English[M].Beijing:Foreign Language Teaching and Research Press.2000.
Jim Scrivener.Learning Teaching:A Guidebook for English-Language Teachers[M].上海:上海外语教育出版社,2002.
Margaret E.Gredler.Learning andInstruction:Theory into Practice(Fifth Edition)[学习与教学--从理论到实践(影印版)][M].北京:中国轻工业出版社,2004.
Peter Skehan A Cognitive Approach to Language Learning[M].Oxford University Press (上海:上海教育出版社),1998.
Timothy B.Jay.The Psychology of Language[M].北京:北京大学出版社,2005.
常崇林.图式及其功能[J].山东外语教育学,2002(5):29-33.
陈允成,理查德·D·帕森斯,斯蒂法妮·刘易斯·亨森,德伯拉·萨多-布朗.
Educational Psychology(教育心理学----实践者-研究者之路)(亚洲版)[M].何洁等译.上海:上海人民教育出版社,2007.
陈敏.思维导图及其在英语教学中的作用[J].外语电化教学,2005(总第101期).
杜雄柏.图式学说:康德与皮亚杰之比较研究[J].湘潭师范学院学报,1995,(1):27-29.
桂诗春.新编心理语言[M].上海:上海外语教育出版社,2000.
何广铿.英语教学法基础[M].广州:暨南大学出版社,2001.
韩宝成.外语教学科研中的统计方法[M].北京:外语教学与研究出版社,2000.
胡壮麟.语言学教程(修订版中译本)[M].北京:北京大学出版社,2002.
李庭芗.英语教学法[M].北京:高等教育出版社,1983.
李其维.皮亚杰理论,新皮亚杰学派及其他-J acques Voneche教授访谈录[J].心理科学,2000,(4):470-476.
李进喜.论外语教学中的图式[J].陕西师范大学学报,1998,(6)第27卷.
卢植.认知与语言-认知语言学引论[M].上海:上海教育出版社,2006.
林崇德.发展心理学[M].浙江:浙江教育出版社,2006.
刘华山.教育心理学[Z].武汉:华中师范大学出版社,2007.
刘润清.外语教学中的科研方法[M].北京:外语教学与研究出版社,1999.
刘青.图式理论在SEFC教材阅读教学中的应用研究.[MA].武汉:华中师范大学,2007.
梅德明,何星,吴贇等,大中小学英语教学现状调查[M].上海:上海外语教育出版社,2004.
皮亚杰.发生认识论原理[M].北京:商务印书馆,1996.
彭聃龄,张必隐.认知心理学[M].浙江:浙江教育出版社,2006.
皮连生.教育心理学(第三版)[M].上海:上海教育出版社,2004.
普来斯顿·D·费德恩,罗伯特·M·沃格尔.Methods of Teacheing Applying Gognitive Science to Promote Student Learning(教学方法-应用认知科学,促进学生学习)[M].王锦,曹军,徐彬译.上海:华东师范大学出版社,2006.
邱绍惠.图式理论在高中英语阅读教学中的应用[MA].福建:福建师范大学,2005.
齐颖.英语教学中的图式教学法[J].内蒙古:呼伦贝尔学院学报,2002(12)(第10卷第6期).
史传龙.图式理论与图式的激活与构建[J].新疆石油教育学院学报,2003,(3).
唐芳贵.图式研究的历史演变[J].重庆教育学院学报,2003,(1):52-63.
陶保平,黄河清.教育调查[M].上海:华东师范大学出版社,2005.
王兄.基于图式的数学学习研究[D].上海:华东师范大学,2005.
王寅.Explorations Cognitive Linguistics(认知语言学探索)[M].重庆:重庆出版社,2005.
王寅.Cognitive Linguistics(认知语言学)[M].上海:上海外语教育出社,2007.
王蔷.A Course in English Language Teaching(英语教学法教程)[M].北京:高等教育出版社,2000.
韦汉,章柏成.图式理论和中国外语教学研究的回顾与前瞻[J].西安外国语院学报,2004,(3):63-66.
杨钟琳.英语测试的原则与方法[M].浙江:杭州大学出版社,1992.
《英语》(English)(新课标)(初二年级上册教材)[z].北京:外语教学与研究出版社,2006.
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