全方位教学设计在大学英语教学中的应用研究 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-06-10编辑:lgg点击率:7599
论文字数:38596论文编号:org201706091822474894语种:英语 English地区:中国价格:$ 66
关键词:大学英语教学论文大学英语课堂教学学习者差异英语综合应用能力
摘要:本文是大学英语教学论文,本文力图通过大学英语课程做为证明UDL对学生参与的积极作用,表示UDL的实证研究,动作和表情,并找出他们的态度UDL使论文作者提出大学英语教师在运用UDL一些建议。
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1.2 Purpose and Significance of the Study
It is obvious that after so many western scholars and researchers testing and verifying UDL from different perspectives, but few Chinese researchers have drawn lessons from them and give a great deal of introduction and experience about UDL. There is rarely of empirical research on implementing UD Lin the domestic context. Therefore, this
thesis tries hard to do an empirical research on the UDL adopted in college English course in order to prove whether the UDL has positive effects on students’ engagement, representation, action and expression, and to figure out their attitude towards the UDL so that the author of thesis can propose some suggestions for college English teachers in applying UDL. This thesis seeks to raise awareness of the impact of culture on learning and cognition as well as to provide some examples of how the UDL framework might be extended to capture the cultural dimension of learner variability. The UDL framework may not only reduce barriers for culturally diverse learners, but also increase culturally informed learning opportunities for all learners—helping them to develop proficiency in a broader range of expressive, analytic, and cognitive styles that are crucial to success in the twenty-first century. A key goal of this article, therefore, is to consider a broader spectrum of sources of learning differences, including those related to culture.
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Chapter Two Literature Review
2.1 Definition of UDL
An evolving understanding of human rights, as well as new developments in many areas of research and technologies, has the potential to transform the lives all individuals in the community differently at different stages of their lives. Diversity of users of buildings and other structures is not dissimilar to the population accessing education in local neighborhood schools. ―Categorizing students into two groups—regular and special—oversimplifies learner differences and fails to accurately represent the diversity of today’s student population‖ (Meo, 2008). The physical, social, and academic aspects of the learning environment all need to be accessible to the continuum of learners (Rose, 2000). As such, UDL is concerned with promoting accessibility by identifying and eliminating barriers to education. Intervention is no longer focused on the individual. Learning environments are designed to have fewer barriers (Rose, 2001). As a concept of teaching design, the definition of UDL had evolved from a mass of practical evidence. It was firstly designed by the Center for Applied Special Technology (CAST) in1998, &
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