The intense and fulfilling college life is coming to an end. As we all know, graduates have to pass the final graduation thesis, which is a more formal and important form to test students' academic performance. So what is an excellent graduation thesis? The following is my graduation thesis for English education. Welcome to read the collection.
Graduation Thesis for English Education Major 1 Abstract
The future development trend of teaching mode is to innovate classroom teaching form from the philosophical category, explore students' psychological development from the perspective of generative view, and finally take classroom teaching as the external form to form students' positive outlook on life and values. This paper understands the process of college English teaching from the perspective of "generation view", and pays philosophical attention to its value orientation, discipline generation and life attributes, hoping to clarify the educational thinking of college English theoretically and improve the teaching effect.
key word
Generation view; College English education; Value orientation; Theme generation
Put the perspective of English classroom outside the classroom of college English teaching, from imparting knowledge to learning students' professional skills, and then from professional skills to the generation of healthy and harmonious psychological activities. The future development trend of teaching mode is to innovate classroom teaching form from the philosophical category, explore students' psychological development from the perspective of generative view, and finally take classroom teaching as the external form to form students' positive outlook on life and values.
First, the philosophical interpretation of the concept of generation
The philosopher Heidegger's explanation of the generation view is that the existence of the most independent "person" cannot be simply independent of society, but is regarded as the result of the interaction between natural persons in society. Its essence is to regard "man" as the product of a process of continuous growth and perfection. From a philosophical point of view, each individual is a "social human existence" that influences and promotes each other. People are no longer simply regarded as the existence of living beings, but a kind of "generative social existence". In the process of college English education, understanding the teaching process from the perspective of "generation view" means that classroom teaching is no longer regarded as simple knowledge transfer, but should analyze the influencing factors from the process of students' knowledge formation, and analyze and explore the process of promoting students' growth from the psychological and social perspectives. From a philosophical point of view, it emphasizes the objectivity, sociality and process of students' learning, and carries out college English education activities around the above aspects. In other words, teaching and learning in college English education activities is a natural process of mutual influence and promotion under the social background. Understanding the teaching process from a dialectical point of view is of positive significance for perfecting teaching activities and improving students' comprehensive quality.
Second, the generation view of college English teaching
The explanation of the generative view on college English teaching activities is mainly reflected in three aspects. First, teaching interaction. University classroom is no longer a teaching activity led by university teachers, but requires two-way multi-angle interaction between teachers and students, students and teachers, and turns the imparting of knowledge into the final product of interaction, which is also the objective existence of the origin of knowledge itself. The second is to analyze the influencing factors of teaching from the perspectives of psychology, culture and environment, and to evaluate teaching activities more objectively. The process of college English education is influenced by the above factors, and it is no longer simply to improve the college classroom teaching mode. This system is more objective and can comprehensively analyze and evaluate college English education activities. Third, dialectically understand the relationship between students and teachers. In the past teaching activities, university teachers were the main body of teaching and dominated students' learning activities.
(A) the value orientation of college English
First of all, college English education meets the actual needs. In the whole process of college English education, the selection of college teaching materials, the form of classroom organization, the evaluation of teaching effect, etc. All need to be consistent with the needs of the current market economy. In the process of learning, students can effectively combine knowledge with actual needs, which not only improves learning efficiency, but also greatly improves learning initiative. Under such a value background, the realistic demand is not to pursue short-term economic needs, but to look at our current English teaching process from a broader perspective. Secondly, college English teaching meets the needs of the future. In the ever-changing social activities, we should have a forward-looking vision, make necessary explorations on the current English education activities, maximize the positive interaction between educational activities and actual needs, and finally improve students' comprehensive application ability of knowledge in the process of English education. The graduation time of students is often different from the current English learning, that is to say, the learning and application of knowledge are not carried out at the same time, which requires teachers to be forward-looking about the future demand of knowledge when organizing teaching activities, so that the content of learning can meet the future demand of market economy. Third, college English education should have some "utilitarian heart". In the current college English teaching, teaching activities are organized under the baton of exams, which can improve students' academic performance in a short time, but the essential function of education is fundamentally ignored, that is, to cultivate students' good knowledge structure and practical skills, and finally to get a suitable job and make a living in society after graduation. In other words, our university education should make corresponding innovations and changes in students' learning content on the basis of meeting the performance requirements, and finally meet the basic employment needs of students.
(B) the main generation of college English teaching
First of all, one of the subjects of college English education is teachers. The significance of teachers in educational activities is self-evident. In traditional educational activities, more attention is paid to teachers' preaching, that is, whether teachers can complete their jobs, and there is little evaluation and analysis of teachers' own values and knowledge structure. In the process of teaching and educating people, the external form and internal requirements of teachers have a unified performance. Second, one of the main bodies of college English education activities is students. In learning activities, students' mastery of knowledge and improvement of basic practical skills are closely related to their own learning behavior. From the perspective of generative theory, students' learning activities are no longer a single individual behavior, but complete the learning process within the scope of social activities. In the process of learning, students should combine their own psychological activities, learning environment, cultural quality and other factors with their own learning activities, objectively evaluate their learning behavior, and finally improve their cultural literacy and social practice ability.
(C) the life attribute of college English teaching
This paper analyzes and summarizes college English teaching activities from the perspective of generative theory, and holds that teaching activities themselves are the epitome of social activities of natural persons. University teaching activities are social activities of teacher-student interaction and a part of life. Therefore, in teaching activities, teachers and students should interact with an optimistic attitude towards life and carry out corresponding teaching activities under the guidance of good values, which can often achieve the initial teaching goals. The practice of college English education from a generative perspective should be organized and planned on the basis of two-way communication and interaction between teaching and learning, multi-angle analysis of influencing factors and respect for the objective existence of knowledge. From the generative perspective, the essence of teaching activities is to explore the objectivity of knowledge. In teaching activities, teachers and students respect each other and communicate together. On this basis, they constantly acquire cultural knowledge and improve their social practical skills.
refer to
[1] Heidegger. Existence and time [M]. Beijing: Life. Reading. Xinzhi Sanlian Bookstore, 2006.
[2] Wang Shouren. Adhere to the scientific concept of college English teaching reform [J]. Foreign Languages, 20 13(6).
Abstract of graduation thesis of English education major II:
The overall goal of English teaching is to enable students to form a preliminary comprehensive language use ability. The realization of this goal cannot be directly taught by teachers, but requires students to internalize and improve constantly in rich language practice activities. Our primary school English teaching should design rich language practice activities for students to use in practice, so as to promote the improvement of students' language level and maximize the benefits of classroom teaching.
Key words:
Primary school English; Language practice; Teaching benefit
English is a language and a tool course. Listening, speaking, reading and writing are the four basic skills of English. The most important way to improve students' listening, speaking, reading and writing ability is practice. Only by providing students with more opportunities for language practice and more space for use can students constantly use the vocabulary and grammar they have learned in their daily communication, thus promoting the all-round development of their listening, speaking, reading and writing abilities. So how to carry out various language exercises in an effective time, so as to stimulate students' initiative to participate in communication and promote the overall improvement of students' language level? In specific teaching, I mainly start from the following aspects:
First, read the article aloud.
Reading aloud is an important content and method of English learning. It is a controlled repetitive exercise based on imitation and memory, which helps students to form correct language habits and is suitable for low-level English teaching.
1, read aloud in chorus.
After the new knowledge is given, let the students read aloud with the teacher or recording, which can be carried out in the whole class, forming a relatively active and relaxed teaching atmosphere and realizing the full participation of all students. In order to let students participate more actively, teachers should be good at using new teaching methods, such as using modern information technology, showing short articles with pictures and texts, and matching them with standard and beautiful audio, so that students can deeply understand the changes in language, which can arouse the enthusiasm of students to read aloud. The disadvantage is that some students will be mixed in.
2. Read aloud alone.
That is, to realize the teaching for individual students. In this way, there can be no omissions in teaching, so that every student can have the opportunity to practice the language, and the teacher can learn more about each student's pronunciation, so as to correct it and give targeted guidance. For example, students can spread out between the same table or between the front and back tables, or they can spread out by train, that is, students read aloud one by one in the order of seats.
Second, impromptu speech.
Although primary school students are young, they have different life experiences, independent thoughts and different views. To truly realize student-centeredness, we must change the fast-paced indoctrination in the past, but slow down appropriately and use the gap time in teaching to guide students to speak impromptu. Only in this way can teaching be generated dynamically and become students' own school, which is also an important activity of language practice. For example, teachers can specify a topic in the classroom lead-in, and then let students speak impromptu, and start a free and relaxed dialogue around a specific topic, thus leading teaching to specific teaching content. In this way, we can change the dullness and suddenness of directly entering new knowledge learning, and let students enter new knowledge learning in a relaxed and active atmosphere, so as to get twice the result with half the effort. For example, there will be some unexpected situations in teaching, and we can also use these situations to guide students to exchange and discuss freely. This trend-oriented, dynamic teaching, although in different forms, can promote the improvement of students' language level. For example, a rain, a snow, or students playing with toys in class, we can design related topics so that students can speak freely about rain, snow and so on. Although it deviates from the scheduled teaching track, it must be said that this is a good language practice activity and can also mobilize students' active participation.
Third, live performances
Pupils have strong performance ability. Performing sitcoms is an artistic activity that students like. It integrates knowledge and interest, innovative thinking and oral expression. It is no longer boring learning, but used in vivid performances, which can combine language learning and application with real life. This is an important means to stimulate students' interest, and it is more in line with the law of language learning, which can promote the transformation of students' language knowledge and help students improve their language level. For example, letting students play different roles and stand in different positions of different roles can enrich students' feelings and experiences. Teachers can lead students to make headdresses, so that students can put on headdresses and perform roles. After learning the vocabulary of small animals, students can put on cute animal headdresses and describe them.
In this way, combining language learning with students' life can stimulate students' enthusiasm for learning and guide students to apply language knowledge to real life. It is also a very important activity to guide students to write and perform scripts independently. Such activities realize the optimization and integration of teaching resources, can provide students with a broader learning space, truly combine language learning and application with students' lives, and make teaching closer to students' lives.
This kind of activity can not only enable students to create their own works around the topics in the textbook in combination with their own lives after learning composition, but also choose topics that students are familiar with and interested in, such as parties and trips, so that students can create personalized works. Although it is the same theme, different students can create different scripts, which truly realizes personalized language teaching. Then let the students act out the script in groups, and the students' enthusiasm is very high. It can be said that this kind of independent creation and performance has moved students' real life to teaching, allowing students to learn in application and use it in learning, which is more conducive to the overall improvement of students' Chinese level.
Fourth, the role dubbing
Pupils have strong imitation ability, and imitation is an important way for students to learn a language. We can choose cartoons or classic film and television dramas that students like, and let students voice the roles. In order to better dub the role and grasp the changes of the environment, most students will take the initiative to watch related film and television dramas with their classmates and parents in their spare time, so as to accurately grasp the role. In this way, when dubbing the role in class, you will no longer mechanically recite the lines, but really integrate into the script and the role, and experience the influence of the role's psychology and emotions on the language. After the activity, let the students listen to the original sound, and let them realize their problems in pronunciation, tone and intonation through comparison, which is more conducive to students' pronunciation. At the same time, mutual evaluation is conducted among students, so that students can have a comprehensive understanding of the language. If you want to learn a language well, you should not only pronounce it in a standard and authentic way, but also use different tones and intonations in different scenes to grasp the psychological activities and emotional changes of the characters and make the language rich in changes.
Verb (abbreviation of verb) conclusion
In short, only in rich language practice can students truly appreciate the fun of language learning and the essence of language, thus promoting the improvement of students' language level. Therefore, language practice should run through the whole teaching process, so that students can internalize and improve constantly in rich practice and application.
References:
[1] ginger. Cultivating pupils' English listening and speaking habits in Chinese practice. China off-campus education: last issue, 20 14(5).
[2] Xu Wei. Some attempts to practice English classroom language in primary schools. Jilin Education: Teaching and Research, 20 12(9).
[3] Wu Dechao. Using language practice to improve the effect of English classroom teaching in primary schools. New course study, 20 13( 10).
[4] Ruili Effective organization and implementation of English language practice activities in primary schools. New course study, 20 13( 10).
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