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基于主题意义的小学英语单元整体教学探讨 [2]

论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2022-06-10编辑:vicky点击率:1143

论文字数:35622论文编号:org202206072238226537语种:中文 Chinese地区:中国价格:$ 22

关键词:小学英语教学论文

摘要:本文是一篇小学英语教学论文,笔者认为教师应分析课程标准、教材和学生的实际情况,明确教学需求。然后遵循整本教材的原则对教材进行重构,以单元主题为基础解读单节课主题,然后根据单元主题制定单元教学目标和单节课教学目标。然后根据理解整体的原则,将单元作为一个整体创建上下文。

ld first deeply interpretthe text, design activities and guide students to explore the meaning of the theme. This isconducive to improve students’ learning initiative, making students become the principal part ofthe classroom, improving the efficiency of English classroom teaching, but it also conducive tothe implementation of the subject core literacy. On the other hand, this thesis requires teachers todesign unit objectives, integrate teaching content orderly and design hierarchical activitiesaccording to the exploration of thematic unit and thematic meaning, which is conducive toimprove teachers’ teaching professional ability.

Chapter 2 Theoretical Foundation

2.1 Definition of Concept

This section briefly explains the relevant concepts of thematic meaning and unit holisticteaching design.

2.1.1 Thematic Meaning

Theme refers to the main content transmitted by the author (or speaker) through the text; thethematic meaning refers to the core idea or deep meaning presented by theme. Yuan Dingguo andZhu Dequan proposed: “The thematic teaching design takes the teaching theme as the hub in theconnection, interaction and coordinated operation among the elements in the system, drivingteachers and students ‘double adaptation and double development’ to achieve the improvement ofthe psychological structure of the main body and self-realization of self-realization”.1.Zhu Linganalyzed the connotation of the thematic meaning inquiry, that is, but the thinking about thethematic meaning must be the process for students to actively construct the thematic meaning.

2.1.2 Unit Holistic Teaching design

As to what is the unit holistic teaching design, many researchers have discussed itsconnotation on the basis of practice and research. Zhu Pu proposed that “the unit holistic teachingdesign refers to A systematic and scientific instructional design carried out by teachers taking theteaching unit as a whole, which specifically includes the establishment of unit teaching objectives,the development of unit learning activities, the design and implementation of unit work, and theformation of unit evaluation on the basis of the analysis of teaching methods of unit teachingmaterials and according to the situation and characteristics of students, and provide a series ofinstructional design process such as supporting unit teaching resources”3. Wei Wei pointed outthat “The overall teaching of English unit is to teach the teaching content of English subject withunit as the basic unit, each unit has its own theme, and then make overall planning for the teachingcontent around the thematic unit, excavate the main line of the unit, draw up the general teachingobjectives, identify the key and difficult points in teaching, realize the integration of varioussections in the unit, and achieve the overall teaching”4. 

2.2 Theoretical Background

In this chapter, Gestalt Psychology in cognitive domain is also known as gestalt psychologyor complete psychology and Constructivism, which holds that knowledge is the reorganization andreconstruction of experience, a process of continuous psychological construction, experience,discovery and creation. These are adopted as the theoretical basis of this thesis.

2.2.1 Gestalt Psycholog

Gestalt psychology, also known as gestalt psychology or complete psychology. The theoryemphasi论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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