非英语专业学生项目研究性教学的实证研究外国语言学及应用语言学专业论文.docxVIP

Yangzhou Yangzhou University：MA Thesis 2．项目研究性教学能够激发学生的学习动机、培养学生的学习自主性，提高学生的 合作学习能力。问卷调查数据和访谈结果表明，在进行了一学期的研究性教学之后，实 验班大多数学生不仅对英语学习兴趣有所提高，而且能够更好地安排自己的学习。完成 项目过程中的小组活动还大大提高了学生的合作学习能力。 3．项目研究性教学通过项目实施过程中的一系列语言活动，创设了使用英语的环 境，使学生积极投入到英语学习中去，提高了学生的语言运用能力。在项目实施过程中， 学生自主选择研究主题、搜集资料、进行小组讨论并展示研究成果，教师作为指导者和 协助者引导学生最终完成项目研究。 本研究结果对英语教与学有一定的启示：(1)英语教学应提倡项目研究性教学以提 高学生的语言能力。(2)实施项目前应对学生进行项目研究性教学相关知识和技能的培 训。(3)教师应努力处理好其在教学过程中的协助和引导作用。(4)教师应更多地关注 和鼓励低层次的学生，降低他们的焦虑感、激发他们的学习兴趣并且增强他们的信心。 关键词：大学英语教学，项目研究性教学，传统教学，建构主义，人本主义 AbstractProject-based Abstract Project-based language learning(PBL)is a newly developed teaching and learning approach advocated by the educational circles．Based on constructivism and humanism，PBL helps students construct their own knowledge system through participating in real．world projects closely related to the content of the COUrSe．In contrast with the traditional teaching method，PBL emphasizes learning by doing and aims to enhance learners’overall language competence through doing projects． The present paper reports an empirical study on the effect of the application of PBL to College English class．It aims to probe into the differences between PBL and the traditional teaching method and the reasons why such differences exist．The research questions of this thesis are(1)What are the differences between PBL and the traditional teaching method in enhancing students’language competence—listening，reading and writing?(2)What are the effects of PBL on learners’motivation，learning autonomy and cooperative learning?(3)Why does PBL differ from the traditional teaching method in enhancing students’language competence? The study consists of two parts：quantitative and qualitative research． The quantitative research includes a one．semester experiment and two questionnaires． The experiment involves 72 students of Grade 2008 from two classes in Guangling College of Yangzhou University．The pre—test and the pre·-course survey questionnaire are conducted at the beginning of the e