【作者】 李慧；

【导师】 王保昌；

【作者基本信息】 福建师范大学 ， 学科教学（专业学位）， 2015， 硕士

【摘要】 传统英语教学以教师为中心,满堂灌,教学方法单一,忽视学生的情绪情感,学生机械、被动地接受学习。教师苦教,学生苦读。为了适应英语课改的要求,发展学生的综合语言运用能力和积极的情感态度,本研究以赏识教育理论为基础,以笔者任教的高一两个平行班作为被试,在实验班的英语教学中进行为期一年的赏识教育实验,对照班仍然使用传统教学,旨在研究三个问题：1.高中生是否需要赏识教育；2.高中英语教学中如何运用赏识教育的方法；3.高中英语教学中运用赏识教育是否有效。研究发现：在实验班英语教学中充分运用以人为本的赏识教育教学策略,承认学生的个体差异,因材施教,及时发现、欣赏学生的闪光点,采用合作学习,让学生参与、体验灵活多样的英语活动并获得成就感,学生对英语学习表现出了极大的兴趣,树立了学习自信心。而对照班运用传统英语教学法,在某种程度上伤害了学生学习英语的积极性和主动性。实验后测的结果表明了在高中英语教学中运用赏识教育教法,学生在英语学习兴趣、学习自信心、学习成绩这三个方面效果明显优越于传统英语教学法。这说明了高中生需要赏识教育；实验中实施的英语赏识教育教法是可行的；高中英语教学中运用赏识教育是有效的。更多还原

【Abstract】 Traditional English teaching is teacher-centered, characterized by chalk and talk. This method of teaching is usually monotonous and ignores students’ emotions. Students take pains to learn in a passive mechanical way while teachers work hard to no avail. To meet the requirements of English curriculum reform, and more importantly, to develop students’ ability of comprehensive language application and positive emotional attitude, this thesis aims to explore whether the teaching method of appreciation education is superior to traditional teaching method. The author took two parallel classes of Grade Two in senior high school as the subjects. In the experimental class, the author adopted the method of appreciation education, whereas in the control class, the author still used the traditional teaching method. This experiment aims to exam three questions:whether high school students need appreciation education; how to apply appreciation education to English teaching in senior high school; whether application of appreciation education in English teaching in senior high school is effective. The experiment lasted for one year. The study found that in the experimental class, students showed great interest in learning and established a self confidence as the teacher respected them, recognized their individual differences, taught them in accordance with their aptitude, and above all appreciated their advantages timely. Besides, they were encouraged to learn cooperatively and participate in flexible and diverse activities in English teaching and obtained a sense of achievement in English learning. In the control group, the traditional teaching method, to a certain extent, damped the enthusiasm and initiative of the students’ English learning. The results of the experiment shows that appreciation education in English teaching in senior high school is better than the traditional English teaching method in developing students’ interest in English learning, establishing their self-confidence in English learning and improving their performance of English course. This illustrates that high school students need appreciation education; the practice of appreciation education in the experiment is feasible; application of appreciation education in English teaching in high school is effective.更多还原