【作者】 杨敏；

【导师】 张祖忻；

【作者基本信息】 上海外国语大学 ， 教育技术学， 2006， 硕士

【摘要】 如何提高英语听说能力是英语教育教学中的一项重要课题,已经引起广大英语教师和研究人员的关注,这方面的研究成果也比较丰富。然而运用教学设计的原理来指导英语听说教学课件的开发从而提高学习者英语听说能力的应用研究目前研究者还少有涉及。针对该问题,本项研究首先从考察《高等学校英语专业英语教学大纲》的要求开始,然后通过对上海外国语大学网络教育学院英语听说教学的现状进行调查,将两者对比找出教学质量差距,再结合学与教的理论和教学设计理论,特别是将加涅的九大教学活动设计理论运用到每个教学单元中,进行了英语听说教学课件的设计。在课件的实施过程中,教师以光盘为教学材料,学习者以光盘为学习材料,通过接受大量易于理解的输入内容,有效开展各种以输出为主的操练,使英语听说水平有所提高。最后,通过访谈和问卷调查等方式让使用者对课件的实施效果进行评价,收到了良好的反馈。本项应用研究是在真实环境下进行的,其创新之处在于将加涅的课堂教学过程模式运用于现代教学媒体中;同时说明教学设计不是机械的过程,是理论联系实际的过程,评价的各个环节也要因时、因地制宜。更多还原

【Abstract】 How to improve English listening and speaking proficiency is very important in English teaching and learning, which has arouse great attention among more and more English teachers and researchers. Therefore, many researches have been conducted in this field. However, studies of applying instructional design theory in developing English listening and speaking courseware to improve learners’listening and speaking abilities is still untouched. In order to solve this problem, the author’s study starts from grasping the requirements of China’s National Teaching Syllabus for Undergraduate English Majors, compared with the teaching and learning actuality whose data getting from the questionnaires of students in Distance Education College SISU, with the found gap, under the guidance of Learning & Teaching Theory and Instructional Design Theory, in particular, applies Gagne’s Nine Instructional Activity Design Theory into every teaching unit, develops this English listening and speaking courseware. During the implementation of the courseware, teachers take it as teaching materials, learners learning materials, learners’English listening and speaking abilities have been improved through enough comprehensible input and all kinds of effectively practical output. At last, users evaluate the effects via talks and questionnaires and support their good feedbacks. This applied study carries out in a real satiation, its innovation lies that the author applies Gagne’s Instructional Model into modern instructional media; Meanwhile, this study proves that instructional design is not a formalistic but a practical process, every tache in evaluation should be adjusted in particular time and situation.更多还原