【作者】 余剑峥；

【导师】 高萍；

【作者基本信息】 上海师范大学 ， 学科教学， 2009， 硕士

【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。更多还原

【Abstract】 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更多还原