【作者】 申维；

【导师】 熊丽君；

【作者基本信息】 长沙理工大学 ， 外国语言学及应用语言学， 2010， 硕士

【副题名】基于B.Kumaravadivelu后方法理论

【摘要】 人们对外语教学方法的研究由来已久,曾尝试过多种在各个不同时期很有影响力的方法,如语法翻译法、直接教授法、交际法等教学方法。传统的教学思想、方法和模式的改革,不过是从以赫尔巴特为代表的“以教为主的教学模式”的极端走到以杜威为代表的“以学为主的教学模式”的极端。长期以来人们相信总能找到一种类似“救世主”方法让教师在面临外语教学难题时可以一劳永逸(刘亚平, 2002)。当外语教学方法改革走入“瓶颈”时,在上世纪70年代末80年代初的后现代主义哲学思潮的影响下,西方学者提出了“后方法”教学理论。它反对单一最佳教学方法以及强调教学应该呈现多元性、开放性、相对性和特殊性等教学理念。因此将传统方法解构,用后方法理念贯穿在外语教学中,既具有必要性又不乏现实可行性。在现阶段,课程改革强调促进学习者的高级思维技能发展,而如何在教学中培养学生的“创新思维”已成为教育研究者的重要研究课题。教育部在《基础教育课程改革纲要(试行)》中提出,要“大力推进信息技术在教学过程中的普遍应用,促进信息技术与课程的整合,逐步实现教学内容的呈现方式、学生的学习方式、教师的教学方式和师生互动方式的变革,充分发挥信息技术的优势,为学生的学习和发展提供丰富多彩的教育环境和有力的学习工具”。中学阶段是学生思维技能发展的关键时期,教师在教学中应该创设出更多有利于学生促进高级思维技能发展的教学活动。思维导图作为一种思维工具,主要使用颜色、线条、符号、词汇和图像等方式来呈现思维的过程,遵循一套易被大脑接受的规则来呈现知识信息,有利于促进高级思维技能的发展。在此背景下,开展思维导图在学科教学中的应用研究有利于提升教师的综合能力,应用新工具、新方法,把信息化教学实践与新课程改革相结合,培养学生的高级思维技能和知识建构能力。笔者认为这样以放射性思考为基础,简单、高效、形象化的思维工具,能极大地激发学生的创造性思维能力,从而进一步贯彻后方法的教学理念,提高教学效率。本文共分为三个部分,由引言、正文(共分三章)以及结论组成:第一部分介绍本研究的背景、原因、目的和意义。第二部分分为三章,第一章综述后方法理论及其三维参数和宏观框架的内容、思维导图理论以及的国内外的研究现状,指出以往研究的不足,阐述本研究的必要性。第二章是本研究的实证部分,采用定量研究的方法。选取两名在读的中学生作为本研究的个案,对其进行为期近一年的跟踪研究。第三章将对实证研究的结果进行讨论,分析基于后方法理论的思维导图教学尝试在中学英语教学中的使用情况及效果及探讨如何使学生学会学习和思维,并实现中学外语教师的角色转变。第三部分是本研究的结论。阐述本研究的不足与进一步研究的建议。更多还原

【Abstract】 It is acknowledged that there are many scholars who contribute to exploring different teaching methods and strategies. A theme emerges that methods and predetermined materials and strategies lack the flexibility to be applied to the many varied contexts of English language teaching experience. The proposition of the concept post method, which is greatly influenced by philosophical trend of thought of postmodernism, advocates examining the world from deconstructing point of view. It propagates the ideas of division not coordination; fragmentation not integrity; heterogeneity not singularity. All these above thoughts are reflected that post method opposes single-best teaching methods but emphasizes the multifactor, opening, relativity and particularity in the L2 teaching ideas.Mind map is a specific instructional tool teachers utilize to improve learning. This instructional tool allows individuals to process information, fosters and creates meaningful learning, which is critical to the learning process. (Ausubel, 1969) Because it uses visuals and colors, and provides an interesting way to make sense of something what a student is learning. And mind maps have proved a consistently reliable method of releasing creativity and aiding memory, which will be a good recipe to L2 students and teachers.This thesis consists of three chapters in addition to an introduction and a conclusion:The introduction introduces the background, reason, purpose and sense of this thesis and provides the research content and its research methods.Chapter 1 comprehensively explains the concept of post method theory and its main theoretical ideas: the three-dimensional system and the macro strategic framework; it also provides current research on mind map at home and abroad and points out the limitations of these researches and shows the necessity of the thesis.Chapter 2 demonstrates the need for combining both post method theory and mind map to build a new teaching mode in middle school English teaching practice. It makes investigations on teaching two subjects in the middle school, and some data and learning results are collected in the process of my research, which are addressed in details in this chapter.Chapter 3 presents the analysis of correlation between the training of mind map and English teaching at middle schools, and discusses the progress and shortcomings of the teaching mode and research. The conclusion aims at providing the conclusion of my thesis and some suggestions of further research.更多还原