英语情境高效课堂论文提纲

论文题目：深度学习视角下初中英语导学案设计分析

摘要：近年来,“深度学习”引起了教育界高度重视。有学者提出,深度学习是全面深化改革、实施核心素养的重要途径。深度学习是一种高情绪投入、高行为投入的学习方式。它提倡对知识信息进行深入处理,理解复杂概念的内在意义和联系,积极构建个人知识体系,有效地进行迁移和应用,以解决现实生活中的复杂问题。在新课程标准指导下的课改实施中,全国许多地方开始使用“学案导学”的课堂教学模式。导学案符合新课改的理念和精神,有利于实现四大教学功能的转变:由“教”为中心到“学”为中心;由知识传授到学科素养培育;由单一的记忆背诵到多种学习方法并重;由浅层学习到深度学习。初中英语导学案的使用也非常普遍。没有高质量的导学案,就注定了事倍功半。然而,导学案作为教学实践的产物,缺乏理论指导,出现了导学案编写中的随意性、盲目性以及导学案使用上的生搬硬套等问题。有些学校甚至把导学案当作了应试教育的“新工具”。因此,在新一轮初中英语课程改革的背景下进行有关导学案分析的研究非常重要。深度学习通过创建真实情境,指导学生整合知识内容,进行批判建构,主动参与,多元评价,深入反思,旨在培养高阶思维。由此可见,深度学习和导学案有着不可分割的内在联系,深度学习的引入为导学案的设计提供了新的思路。因此,本研究以建构主义、元认知主义和布鲁姆教育目标分类学理论为基础,拟探寻深度学习视角下初中英语导学案的设计研究。目前国内对导学案设计的评价研究多数处于理论阶段,并没有权威的系统的评价体系,而崔允漷团队2013年提出了学历案的概念,并依照科学程序建构了学历案评估指标体系。本文基于导学案和学历案的共性以及河北省普遍采用导学案这一事实,从学历案专业的评估体系中抽离出了导学案的评价指标,并参照此指标对收集到的来自河北省12个地区73个学校的73份导学案进行了整体分析和案例分析,指出其在学习目标、学法指导、课前自主预习、课中合作探究、课后巩固练习,自我评价与反思等六个环节的优点和缺点,并做了归因分析:对导学案重要性认识不足;对导学案内容和设计要点掌握不够;忽视导学案设计原则;编写教师专业水平有限;缺乏有效的评价和监督机制。最后,本文基于以上问题提出了六项优化措施:学习目标的设定要注重培养高阶思维;不断渗透和加强学法指导;学习过程中要重视问题梯度和情境创设;注重科学反思和多元评价;提高教师专业水平和建立监督评价机制。以期为教师在实际设计中提供指导,促进导学案更科学更规范的应用于初中英语课堂,从而实现打造高效课堂,促进学生深度学习的目标。

关键词：深度学习;导学案;初中英语

学科专业：学科教学（英语）（专业学位）

Abstract

摘要

Chapter 1 Introduction

1.1 Background of the research

1.1.1 The new curriculum reform advocates teaching by guided learning plan

1.1.2 Problems exist in the current design of guided learning plan

1.1.3 Deep learning provides new perspective for the design of guided learning plan

1.2 Purpose of the research

1.3 Significance of the research

1.4 Structure of the thesis

Chapter 2 Literature Review

2.1 Theoretical basis

2.1.1 Bloom's Taxonomy of Educational Objectives

2.1.2 Constructivist Theory

2.1.3 Meta-cognitive Theory

2.2 Deep learning

2.2.1 Definition of deep learning

2.2.2 Features of deep learning

2.2.3 Researches on deep learning abroad

2.2.4 Researches on deep learning in China

2.3 Guided learning plan

2.3.1 Definition of guided learning plan

2.3.2 Principles of guided learning plan

2.3.3 Evaluation index system of guided learning plan

2.3.4 Researches on guided learning plan abroad

2.3.5 Researches on guided learning plan in China

2.4 Researches on promoting deep learning with guided learning plan

2.5 Summary

Chapter 3 Research Design

3.1 Research questions

3.2 Sample introduction

3.3 Research methods

3.3.1 Case analysis method

3.3.2 Evaluation index system

3.4 Research procedure

Chapter 4 Analysis and Discussion

4.1 Analysis of the evaluation results of the guided learning plan

4.1.1 Overall analysis of the evaluation results of guided learning plan

4.1.2 Case analysis of the evaluation results of guided learning plan

4.2 Attribution of the problems in guided learning plan

4.2.1 Insufficient understanding of the importance of the guided learning plan

4.2.2 Inaccurate grasp of the content and design essentials of the guided learning plan

4.2.3 Not thorough study of the design principles of the guided learning plan

4.2.4 Imperfect compiling ability of teachers

4.2.5 Lack of effective supervision and evaluation system for the guided learning plan

Chapter 5 Conclusion

5.1 Research findings

5.2 Research implications

5.2.1 Focusing on cultivating higher-order thinking in learning objectives

5.2.2 Infiltrating and strengthening the learning method guidance continuously

5.2.3 Stressing the problem level and scenario creation in learning process

5.2.4 Doing scientific reflection and multiple evaluation

5.2.5 Improving the professional level of teachers and developing a supervision and evaluation system

5.3 Research limitations and prospects

Bibliography

Appendices

Appendix1 Evaluation index system by Cui Yunhuo

Appendix2 Guided learning plans of Unit4 Where is my schoolbag?

Acknowledgements