【作者】 袁国；

【导师】 宋兴蕴；

【作者基本信息】 辽宁师范大学 ， 教育学， 2008， 硕士

【摘要】 随着素质教育呼声的不断高涨,外语教学理论与研究的不断深入,人们逐渐意识到听力在外语语言基本技能中的重要地位。但是作为一项外语学习的基本技能,听力却长期被忽略。于是如何提高外语听力教学效率从而提高学生的外语听力水平成为研究人员和外语教师一直共同关心的话题。本文将外语听力与建构主义理论相结合,试图从建构主义的意义建构和自主学习的角度提出一个以建构主义为理论依据的大学英语听力教学PIDA的新模式,即通过在课堂上教师采用“预测-----模仿-----配音-----激活”这一四步走模式,提高学生听力理解的质量。在过去的二十年中,我国的大学英语听力教学一直沿袭着:先听录音---后对答案---再听录音的三部曲模式.主要是通过加大训练量、增加信息材料内容,试图让学生通过多听来提高耳朵对所听材料反应的灵敏度,从而达到提高听力理解水平的目的。但由于受教学形式与教学手段的影响,教师和学生在教与学过程中的主观能动性都受到一定的制约,教学方法显得单调。因此本研究旨在总结、系统分析前人研究成果的基础上,提出以建构主义为理论依据的大学英语听力教学PIDA的新模式,希望可以为探索高效听力教学的实践提供有益的尝试和借鉴。为了验证这种新的教学模式的有效性我们进行了实验研究。95名非英语专业的大学一年级学生参加了实验,他们来自两个自然班:试验组为45人,在听力课上接受以建构主义为理论依据的大学英语听力教学PIDA模式;对比组50人,接受传统的大学英语听力教学模式。在为期一学期的试验后,通过对一系列试验数据的分析与研究证实:只有实验组的学生听力水平得到了真正的提高。因此,以建构主义为理论依据的大学英语听力教学PIDA模式对提高学生听力水平,从而提高英语能力都有一定的积极作用,不失为一种必要而有效的途径。更多还原

【Abstract】 Due to the urge of quality education rising sharply, and the deepening of the research about the foreign language teaching, people realized the importance of listening among the basic foreign language skills. But as a basic skill, listening has been being ignored for long time. And then how to improve the efficiency of foreign language listening teaching so as to improve college student’s listening proficiency has long been a concern of researchers and foreign language teachers.In this paper, the author puts foreign listening together with constructivism; we try to build up a new instructional model. That means to improve listening teaching efficiency by instructing students to use the Constructivist-based English Listening PIDA model in the way of meaning construction and autonomous learning in foreign language listening classroom. That is to say, the four-step model“prediction-task step, imitation-task step, dubbing-task step and activate-task step”is used and then finally lead to the improvement in students’listening performance.During the past 20 years, college English listening teaching in China has been following such trilogy model as“listen to the tape recorder—check the answer—listen again”. The traditional model aims at improving the ear’s familiarity to the listening materials in order to achieve listening proficiency through more listening materials. However, due to the effect of teaching form and teaching method, the perspectives of teachers and students are constrained during the process of teaching and learning. What’s more, the traditional teaching method is boring and tiresome. This Constructivist-based English Listening PIDA model can provide the benefit and helpful experiences for the further instructional research.In order to prove the efficiency of the constructivist-based listening PIDA model , we took the experimental study , ninety-five non-English major students from two intact classes participated in the one-semester study: One class is experimental group, 45 students, which receives the constructivist-based listening PIDA model; another class of 50 served as comparison group, receiving the traditional listening approach. Data were obtained and analyzed through the performance of listening tasks on a pre-post basis by the two groups. And both groups were also asked to provide additional data in the form of questionnaire. Interview is also used in the research. The results verified the feasibility and effectiveness of the constructivist-based listening PIDA model.To conclude , the constructivist-based listening PIDA model is positive to raise students’listening levels and also is efficient to improve their English ability.更多还原