活动理论视角下的任务型教学小组活动探究毕业论文.doc
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1、活动理论视角下的任务型教学小组活动探究目录摘要VAbstractVII第一章 绪论11.1 研究背景11.2 研究意义21.3 论文结构3第二章 文献综述和理论基础52.1 任务型教学52.1.1 任务的定义52.1.2 任务的特征72.1.3 任务的结构要素82.1.4 任务型教学的模式82.2活动理论102.2.1 社会文化理论102.2.2 活动系统112.2.3 活动层面132.3 相关研究评述142.3.1国外相关文献评述142.3.2 国内相关文献评述15第三章 研究设计173.1 研究目标173.2 研究方法173.3 参与者及数据收集183.4数据分析18第四章 研究结果与讨论
2、194.1小组任务的“活动”层面194.1.1 主体小组成员204.1.2 客体任务目标与活动内容214.1.3 共同体教师和任务小组214.1.4 工具语言中介与物品224.1.5 劳动分工与规则234.2小组任务的“行动”层面244.2.1 教师的指导和小组的行动244.2.2 目标驱动下的任务行动环274.3 小组任务的操作层面284.3.1 A小组的操作及产品“Bomb Club”294.3.2 B小组的操作及产品“Literature CLub”314.3.3 C小组的操作及产品“Melody Club”324.3.4 D小组的操作及产品“Games Club”364.3.5 E小组
3、的操作及产品“Table Tennis Club”38第五章结论415.1主要研究结论415.2教学启示425.3 本研究的不足之处 43参考文献44附录49附录一:录音话语转写标拄符号49附录二:课堂录音与学生小组对话转写(部分)50附录三:小组学生行动记录(部分)56附录四:小组产品图像57致谢58 摘要 任务型教学是当代外语/二语教学倡导的主流教学方法之一,其核心是学生在完成真实交际任务的过程学习和发展语言,同时发展学生参与、探究、合作的能力。过去十多年人们主要从交际教学和二语习得的理论视角探讨任务型教学的特点和优势。本研究尝试用“活动理论”这一新的视角探析任务型教学中的小组活动实际过程
4、和学习成效。活动理论是社会文化理论的一部分。由维果斯基建立的关于人类心智发展的社会文化理论,认为人类心智机能的发展源于社会活动的参与,个体在参与活动中与他人发生交往与互动,在此过程中参与者以语言和其他文化制品(artifact)为中介工具,实现意义共建,并最终内化为个体的心智功能。活动理论是对该社会活动过程及其运作的描述分析框架。主要包括一个由主体、客体、中介、共同体、分工和规则等六个要素构成的活动系统,和分为活动、行动和操作的三个运作层面。本研究运用活动理论的分析框架,对高中英语任务型教学中的小组活动进行深入观察与分析。揭示出参与者如何开展任务活动,从活动,行动,操作三个层面及其关联解析小组
5、任务活动的运作过程,并对任务活动中主体,客体,共同体,规则,劳动分工,工具六个要素分别进行了描写;尤其侧重在第三层面(操作)和主体、客体、中介要素上,运用会话分析方法,深入描述了小组成员的互动过程与特征以及由此引发的认知发展。研究数据是在南京某高中两个班学生按小组完成制作海报任务的活动过程中收集的,包括课堂录音行动记录,小组讨论录音,任务产品收集。研究者在活动理论框架下经过数据的细致分析,得出以下主要结果:第一,任务小组的学生可以构成活动系统,主体是小组学生、在工具中介下对客体实施行动是其核心的内容,这些行动指向意向中的“产物”,即任务目标。根据系统中的每个要素来分析,能够比较全面的观察任务的
6、执行过程,因此活动理论提供了一个综合的角度去观察任务,分析任务成功和失败的原因。第二,工具在任务小组的活动中有布置任务,思维表征,制作产品的功能。就实体工具而言,电脑是使用最频繁的工具;在抽象(心理)工具中,语言起到了重要的中介作用,教师的语言能够促进学生对任务目标的理解,输入任务信息,帮助主体结合生活情景理解任务,学生互动的话语可以加深学生对任务活动的理解。第三,任务小组活动的“共同体”与“分工”与“规则”两个要素有密切联系。在教学过程中,教师是引领者,任务布置者,学生为学习者,规则是学生会遵从教师的意愿。小组活动的过程中,不同成员完成不同的工作,小组的组长,和其他小组成员之间构成了一种组织
7、、指导的关系。小组成员之间彼此建立信任与合作的关系有利于任务产品的完成。 第四,在“行动”层面上,教师的指导和学生的行动可以连接成一个以行动目标驱动的环形(Lai,2013)。在教师的中介作用下,学生的语言发展是先内化任务的信息,在完成任务的过程中经过合作,在教师和同伴的语言中介作用下加工信息,最后将内化的信息外化为任务的产品。 第五,任务产品受到以下几个因素的影响。1)小组学生在决定任务主题时的认同度或一致性,认同度高的小组学生更有利于发挥主观能动性和成员间有更好的讨论互动,集体活动内化为个体的认知发展;2)任务小组讨论中是否有明确的目标,目标明确有利于对任务活动的情景主题的把握,并最终影响
8、小组学生完成任务的效果,3)讨论内容是否应用于任务产品的制作过程:只有将讨论中形成的集体智慧明确反映到任务产品的实际制作中才能够提高任务产品的质量。关键词:高中英语,活动理论,任务教学,小组活动AbstractTask-based language teaching is one of mainstream modern foreign language teaching methods, in which students learn a language through engaging in the process of communicative tasks. Beside learn
9、ing language, students also gain in their capabilities of inquiry-based and cooperative learning. Over the past decades people have mainly discussed characteristics and advantages of the TBLT from the perspective of communicative language teaching and second language acquisition. This research attem
10、pts to use the framework of activity theory, an alternative perspective to examine TBLT, focusing on the actual process of students doing the task in groups and effectiveness of TBLT activites. Activity theory is a part of social culture theory originally developed by Vygotsky, which holds that deve
11、lopment of human mind is the result of participation in social activities. When communicating and interacting with others in such activities, humans use language and other cultural products (artifact) as mediating tool to realize the meaning construction, and finally it will turn into the individual
12、 mental construction. Activity theory is a descriptive framework on the process of social activities and operations,which includes six elements: subject, object, mediation, community, division of labor and the rules. According to the theory, a social activity can be analized at three levels: activit
13、y action and operation.This study uses the activity theory as the analytic framework. The researcher observed and analyzed the team work of TBLT in senior high schools,which reveals how teachers and student groups carried out the tasks at the levels of activity, action and operation; and how the six
14、 elements of the TBLT group activity system, ie. subject, object, community, rules, labor division functioned and related to each other. Particularly, the researcher use conversation analysis method in the third level (operation) to deeply describe the characteristics of interaction process of team
15、members as well as their cognitive development.The research data was collected during the process of implementating a poster-making task in two classes of a high school in Nanjing. The data included tape recordings of classes and group discussions, and collection of the club posters as products. Aft
16、er activity-theory-based data analysis, the following results are achieved:Firstly, the task group of students could form an activity system, subject being the group members, and the core content is implementation of tools toward the object, these actions point to the intention of the product, namel
17、y the objective of the task. From each element in the activity system, it is a very comprehensive aspect to analyze the process of how students do the task.Secondly, the tools used performed functions of assigning the task, mental representation, and making the product. In terms of entity or physica
18、l tools, the computer was the most frequently used. In terms of abstract/psychological tools, language plays an important mediating role: teacher talk can help students understand the task goals, input the task information, help students understand tasks in context. Students interactive discourse ca
19、n enhance their understanding of the task.Thirdly, the community and division of labor and rules in the TBLT activities investigated were closely linked. In the teaching process, the teacher acted as the leader, the assigner, the students are learners, and will follow the rules in the wishes of teac
20、hers. In group activity process, different members did different work. The team leader formed a relationship between his members as an organizer and guider. Establishment of mutual trust and cooperation between team members were highly important to efficiency and quality of the product achieved.Four
21、thly, the students actions and the teachers aim-oriented guidance formed a graphical blueprint of the guidance cycle. The cycle was based on students concrete actions taken under the drive of their goals. With the mediation of teachers, the first step of students language development was the interna
22、lization of the task. And in the process of completing the task through cooperation, students processed information through the teacher and other peers discoursive mediation. Finally they externalized the mental development into product.Fifthly, effectiveness of the activity and quality of the produ
23、ct were affected by several factors. 1) The agreement of group membersopinions when deciding on the task subject-matter: more congruous preference about the subject led to better individuals initiative and group cooperatio,hence individuals cognitive development. 2) A clear goal in group discussion:
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