ARCS动机设计模式及其在《牛津英语》教学中的应用
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摘要
长期以来受根深蒂固的应试教育影响,我国现行中学英语教学仍然以灌输式教学、被动式学习为主,学生学习动机低下。英语教学不仅要传授语法知识,更要培养学生的交际能力,帮助他们实现成功的语言输出。因此,在英语教学中,怎样激发学生动机,维持学生兴趣是需要迫切解决的问题。ARCS动机设计模式与新课标倡导的“以学生为中心”理念相符合,在教学过程中教师有目的的创设与学生密切相关的场景或氛围,引起学生注意,激活学生思维,帮助学生理解知识,建构意义,培养学生解决问题的能力,并在解决问题的过程中建立学习信心,体会学习成功的满足感,发展学生的创新思维。
本论文主要分四部分:
第一部分从心理学语言学的角度分析了ARCS模式的理论基础,并简要的介绍了ARCS模式的主要框架和教学的关系。
第二部分分析了当前《牛津英语》教材特点和教学现状,总结出在具体教学中存在的一些有待解决的问题。
第三部分详细的对学生学习《牛津英语》动机进行调查,并分析了在《牛津英语》教学中学生学习动机呈现出的特征。
第四部分从教学的几个不同层面详细论述了ARCS模式在具体教学中的应用,提供了某些具体案例的解决策略和方法。
本文结合中学英语教学的特点和本人在教学实践中的经验,从理论和实践两个层面,探讨了ARCS动机设计模式及其在中学英语教学中的实践,以提高中学英语教学的实效。
Affected by the exam-oriented system, present English teaching in high schools is still bound in spoon-feeding teaching and students’passive learning. Teachers lay emphasis on theoretic explanation rather than students’ability. As a result, students’motivation and exploration are ignored, which limits their creative and practical abilities. While English teaching is far from grammar explanation, pronunciation practice and vocabulary learning, it counts only if students’communication ability is cultivated and language output is meaningful. That’s why we are supposed to spare no efforts to research how to stimulate and sustain learners’motivation in the course of teaching. ARCS Learning-Motivation Designing Model is parallel with“Students-center”theory. Teachers purposefully set related and familiar situation or atmosphere so as to interest students, activate their situational thinking and to excite students’exploration. Thus, students can understand and use knowledge. Their confidence to solve problems and creative thinking are built up. Based on their experience, they can enjoy the satisfaction of completing a task.
Combined with English teaching characteristics and teachers’practical experience, this thesis explores relative theories and operational strategies in the application of ARCS in Oxford English teaching, aiming to have effective exploration in English teaching in high schools.
This thesis mainly consists of four sections.
In the first section, the author introduces the general theories of motivation, explains what is ARCS Learning-Motivation Designing Model and illustrates the connection between the model and teaching practice.
In the second section, the author analyzes general situation of Oxford English teaching in high schools and concludes some problems we are faced with in English teaching.
In the third section, the author conducts a survey on students’motivation on Oxford English and analyzes their motivation characteristics.
In the fourth section the author discusses the strategies and methods in English teaching based on ARCS Learning-Motivation Designing Model
本论文主要分四部分:
第一部分从心理学语言学的角度分析了ARCS模式的理论基础,并简要的介绍了ARCS模式的主要框架和教学的关系。
第二部分分析了当前《牛津英语》教材特点和教学现状,总结出在具体教学中存在的一些有待解决的问题。
第三部分详细的对学生学习《牛津英语》动机进行调查,并分析了在《牛津英语》教学中学生学习动机呈现出的特征。
第四部分从教学的几个不同层面详细论述了ARCS模式在具体教学中的应用,提供了某些具体案例的解决策略和方法。
本文结合中学英语教学的特点和本人在教学实践中的经验,从理论和实践两个层面,探讨了ARCS动机设计模式及其在中学英语教学中的实践,以提高中学英语教学的实效。
Affected by the exam-oriented system, present English teaching in high schools is still bound in spoon-feeding teaching and students’passive learning. Teachers lay emphasis on theoretic explanation rather than students’ability. As a result, students’motivation and exploration are ignored, which limits their creative and practical abilities. While English teaching is far from grammar explanation, pronunciation practice and vocabulary learning, it counts only if students’communication ability is cultivated and language output is meaningful. That’s why we are supposed to spare no efforts to research how to stimulate and sustain learners’motivation in the course of teaching. ARCS Learning-Motivation Designing Model is parallel with“Students-center”theory. Teachers purposefully set related and familiar situation or atmosphere so as to interest students, activate their situational thinking and to excite students’exploration. Thus, students can understand and use knowledge. Their confidence to solve problems and creative thinking are built up. Based on their experience, they can enjoy the satisfaction of completing a task.
Combined with English teaching characteristics and teachers’practical experience, this thesis explores relative theories and operational strategies in the application of ARCS in Oxford English teaching, aiming to have effective exploration in English teaching in high schools.
This thesis mainly consists of four sections.
In the first section, the author introduces the general theories of motivation, explains what is ARCS Learning-Motivation Designing Model and illustrates the connection between the model and teaching practice.
In the second section, the author analyzes general situation of Oxford English teaching in high schools and concludes some problems we are faced with in English teaching.
In the third section, the author conducts a survey on students’motivation on Oxford English and analyzes their motivation characteristics.
In the fourth section the author discusses the strategies and methods in English teaching based on ARCS Learning-Motivation Designing Model
引文
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[2] Gardner R.C. Social Psychology and Second Language Learning [M]. London: Edward Arnold Ltd, 1985.
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[4] Krashen.S. Principles and Practise in Second Language Acquisition[M]. Oxford: Pergamon Press, 1982.
[5] Williams, M.& R. Burden. Psychology for Language Teachers [M]. Cambridge: Cambridge University Press,1997.
[6]伯纳德?韦纳.动机和情绪的归因理论[M].福州:福建教育出版社, 1989.
[7]陈玉锟.教育评价学[M].北京:人民教育出版社, 1998.
[8]陈珲.情感因素在英语教学中的运用[J].青海师专学报2005,(12).
[9]陈仕清.谈英语课堂教学评价[J].中小学外语教学2005,(5).
[10]丁红艳.论外语教学中非智力因素的培养[J].泰安教育学院学报岱宗学刊2006,(2).
[11]郭德俊.课堂动机教学模式概述[J].高等师范教育研究. 1998,(1).
[12]郭德俊,李玲. ARCS动机设计模式[J].首都师范大学学报. 1999,(5).
[13]胡春洞.外语教育心理学[M].广西:广西教育出版社, 1996.
[14]贾冠杰.中学英语教学心理研究[M].长沙:湖南师范大学出版社,1999.
[15]华惠芳.试论英语学习动机与策略研究[J].外语界. 1998,(3).
[16]刘静.正确归因在激发外语学习动机过程中的作用[J].济南职业学院学报. 2007,(12).
[17]刘玉梅.多媒体网络技术外语教学与ARCS动机培养模型[J].西安外国语学院学报. 2006,(2).
[18]孟昭兰.普通心理学[M].北京:北京大学出版社,2005.
[19]彭聃龄.普通心理学[M].北京:北京师范大学出版社,2004.
[20]皮连生.学与教的心理学[M].上海:华东师范大学出版社,2003.
[21]绳薇.中国大学生的学习动机对二语习得的影响[J]. Sino-US English Teaching 2005,(6).
[22]上海中小学课程教材改革文员会.《牛津英语》(上海版)高中二年级第二学期(课本).上海:上海教育出版社, 2001.
[23]束定芳.庄智象.现代外语教学——理论,实践与方法[M].上海:上海外语教育出版社,1996.
[24]汪颖. ARCS动机设计模式及其在《艺术基础》教学中的应用[J].徐州教育学院学报. 2005,(6).
[25]王爱萍.谈ARCS动机设计模式在美术教学中的应用[J].职教论坛. 2004, (8).
[26]王海春.课堂教学的ARCS动机设计模式[J].成都航空技术学院学报. 2000, (4).
[27]于莉.非智力因素与英语教学[J]林区教学. 2005,(3)
[28]文秋芳.英语学习策略论[M].上海:上海外语教育出版社, 1995.
[29]文秋芳,王立非.二语习得研究方法35年:回顾与思考[J].外国语. 2004,(4).
[30]文秋芳,秦晓晴.非英语专业大学生学习动机的内在结构[J].外语教学与研究. 2002,(1).
[31]武和平.九十年代二语学习动机研究述略[J].外语教学与研究. 2001,(3).
[32]邬智,陈宗兴.论英语教学中非智力因素的培养[J].攀枝花大学学报. 1995,(2 ).
[33]徐倩.关于外语学习中动机因素作用的调查[J].中小学英语教学与研究. 2003,(8).
[34]亚伯拉罕?马斯洛.动机与人格[M].北京:中国人民大学出版社,2007 .
[35]于明.非智力因素利用的教学策略与方法[M].北京:国际文化出版公司,1997.
[36]杨开城.基于ARCS动机模型构建在线学习系统[J].电化教育研究. 2001,(6).
[37]张华.课程与教学论[M].上海:上海教育出版社.2000.
[38]张正东.中国外语教学法理论与流派[M].北京:科学出版社, 2000.
[39]中华人民共和国教育部.普通高中英语课程标准(实验稿)[M].北京:人民教育出版社. 2003.
[40]朱曲平.论英语教学中学习动机与兴趣的培养[J].南通职业大学学报2001,(1).
[41]邹恒璞,袁艳丽,郭德俊,罗峥. ARCS动机设计模型在中学语文课堂教学中的效度分析[J].首都师范大学学报. 2000,(5 ).
[2] Gardner R.C. Social Psychology and Second Language Learning [M]. London: Edward Arnold Ltd, 1985.
[3] Keller, J. M. Motivational Design of Instruction[A]. In C. Reigeluth (Ed.), Instructional Design Theories and Models: An Overview of Their Current Status. [C]. Hillsdale, N.J.:Lawrence Erlbaum Association, 1983.
[4] Krashen.S. Principles and Practise in Second Language Acquisition[M]. Oxford: Pergamon Press, 1982.
[5] Williams, M.& R. Burden. Psychology for Language Teachers [M]. Cambridge: Cambridge University Press,1997.
[6]伯纳德?韦纳.动机和情绪的归因理论[M].福州:福建教育出版社, 1989.
[7]陈玉锟.教育评价学[M].北京:人民教育出版社, 1998.
[8]陈珲.情感因素在英语教学中的运用[J].青海师专学报2005,(12).
[9]陈仕清.谈英语课堂教学评价[J].中小学外语教学2005,(5).
[10]丁红艳.论外语教学中非智力因素的培养[J].泰安教育学院学报岱宗学刊2006,(2).
[11]郭德俊.课堂动机教学模式概述[J].高等师范教育研究. 1998,(1).
[12]郭德俊,李玲. ARCS动机设计模式[J].首都师范大学学报. 1999,(5).
[13]胡春洞.外语教育心理学[M].广西:广西教育出版社, 1996.
[14]贾冠杰.中学英语教学心理研究[M].长沙:湖南师范大学出版社,1999.
[15]华惠芳.试论英语学习动机与策略研究[J].外语界. 1998,(3).
[16]刘静.正确归因在激发外语学习动机过程中的作用[J].济南职业学院学报. 2007,(12).
[17]刘玉梅.多媒体网络技术外语教学与ARCS动机培养模型[J].西安外国语学院学报. 2006,(2).
[18]孟昭兰.普通心理学[M].北京:北京大学出版社,2005.
[19]彭聃龄.普通心理学[M].北京:北京师范大学出版社,2004.
[20]皮连生.学与教的心理学[M].上海:华东师范大学出版社,2003.
[21]绳薇.中国大学生的学习动机对二语习得的影响[J]. Sino-US English Teaching 2005,(6).
[22]上海中小学课程教材改革文员会.《牛津英语》(上海版)高中二年级第二学期(课本).上海:上海教育出版社, 2001.
[23]束定芳.庄智象.现代外语教学——理论,实践与方法[M].上海:上海外语教育出版社,1996.
[24]汪颖. ARCS动机设计模式及其在《艺术基础》教学中的应用[J].徐州教育学院学报. 2005,(6).
[25]王爱萍.谈ARCS动机设计模式在美术教学中的应用[J].职教论坛. 2004, (8).
[26]王海春.课堂教学的ARCS动机设计模式[J].成都航空技术学院学报. 2000, (4).
[27]于莉.非智力因素与英语教学[J]林区教学. 2005,(3)
[28]文秋芳.英语学习策略论[M].上海:上海外语教育出版社, 1995.
[29]文秋芳,王立非.二语习得研究方法35年:回顾与思考[J].外国语. 2004,(4).
[30]文秋芳,秦晓晴.非英语专业大学生学习动机的内在结构[J].外语教学与研究. 2002,(1).
[31]武和平.九十年代二语学习动机研究述略[J].外语教学与研究. 2001,(3).
[32]邬智,陈宗兴.论英语教学中非智力因素的培养[J].攀枝花大学学报. 1995,(2 ).
[33]徐倩.关于外语学习中动机因素作用的调查[J].中小学英语教学与研究. 2003,(8).
[34]亚伯拉罕?马斯洛.动机与人格[M].北京:中国人民大学出版社,2007 .
[35]于明.非智力因素利用的教学策略与方法[M].北京:国际文化出版公司,1997.
[36]杨开城.基于ARCS动机模型构建在线学习系统[J].电化教育研究. 2001,(6).
[37]张华.课程与教学论[M].上海:上海教育出版社.2000.
[38]张正东.中国外语教学法理论与流派[M].北京:科学出版社, 2000.
[39]中华人民共和国教育部.普通高中英语课程标准(实验稿)[M].北京:人民教育出版社. 2003.
[40]朱曲平.论英语教学中学习动机与兴趣的培养[J].南通职业大学学报2001,(1).
[41]邹恒璞,袁艳丽,郭德俊,罗峥. ARCS动机设计模型在中学语文课堂教学中的效度分析[J].首都师范大学学报. 2000,(5 ).