全方位教学设计在大学英语教学中的应用研究 [5]
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:7552
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。
ving problems by well-established methods. Group 4 consisted of 6 students who had shown a strong preference as verbal learners who learned more when information was presented verbally. 7 students of group 5 showed a very strong preference as sequential learners who tended to gain understanding and find solutions in linear steps, with each step following logically from the previous one. Group 6 included 7 students who had shown a very strong preference as global learners who tended to learn in large jumps, absorbing material almost randomly without seeing connections. Global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it.
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Conclusions
Through a semester teaching experiment, the outcomes of the experiment illustrate that apply the UDL in college English teaching can make a significant difference in students’ English proficiency. Based on the statistical results of pretest and posttest and questionnaires, the empirical study has accomplished four major findings:
(1) As can be seen from the statistic results of the pretest and posttest, there is a significant difference between the pretest and posttest of the experimental class, which illustrates that the UDL approach enables students to engage in learning and better improve their English proficiency. Among 6 groups of different learners, group 1 (active learners), group 3 (sensing learners) and group 5 (sequential learners) possess the most significant difference between pretest and posttest. It can be understood that the active learners, sensing learners and sequential learners benefit most from the UDL approach.
(2) Based on the statistic results of the pretest and posttest on listening, reading and writing among 6 groups of different learners, it can be summarized that the visual learners and global learners benefit most from the UDL approach in regard to their listening ability; the active learners and visual learners benefit most from the UDL approach in regard to their reading ability; the sensing learners benefits most from the UDL approach in regard to their writing ability. In the course, as we have noted, students experience choice in almost every arena: choices in the textbooks they choose to read, the kinds of media they prefer to learn from, the timing and level of discussion groups, the media mix they use for their projects, the format for discussions, the amount of support they prefer, and the ways to interact with materials. Overall, the availability of multiple choices is a tremendous source of attraction and motivation in the course and it satisfy the students’ diverse needs to the largest extent.
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References (omitted)
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