ARCS動機設(shè)計模式及其在《牛津英語》教學中的應(yīng)用.pdf

1、上海師范大學碩士學位論文ARCS動機設(shè)計模式及其在《牛津英語》教學中的應(yīng)用姓名：余劍崢申請學位級別：碩士專業(yè)：學科教學（英語）指導教師：高萍20090501AbstractAffectedbytheexamorientedsystem，presentEnglishteachinginhighschoolsisstillboundinspoon—feedingteachingandstudents’passivelearningTeach

2、erslayemphasisontheoreticexplanationratherthanstudents’abilityAsaresult，students’motivationandexplorationareignored，whichlimitstheircreativeandpracticalabilitiesWhileEnglishteachingisfarfromgrammarexplanationpronunciatio

3、npracticeandvocabularylearning，itcountsonlyifstudents’communicationabilityiscultivatedandlanguageoutputismeaningfulThat’Swhywearesupposedtosparenoeffortstesearchhowtostimulateandsustainlearners’motivationinthecourseoftea

4、chingARCSLearning—MotivationDesigningModelisparallelwith“Studentscenter’theoryTeacherspurposefullysetrelatedandfamiliarsituationoratmosphereSOastointereststudents，activatetheirsituationalthinkingandtoexcitestudents’explo

5、rationThus，studentsCanunderstandanduseknowledgeTheirconfidencetosolveproblemsandcreativethinkingarebuiltupBasedontheirexperience，theyCanenjoythesatisfaction‘ofcompletingataskCombinedwithEnglishteachingcharacteristicsandt

6、eachers’practicalexperience，thisthesisexploresrelativetheoriesandoperationalstrategiesintheapplicationofARCSinOxfordEnglishteaching，aimingtohaveeffectiveexplorationinEnglishteachinginhighschoolsThisthesismainlyconsistsof

7、foursectionsInthefirstsection，theauthorintroducesthegeneraltheoriesofmotivation，explainswhatisARCSLearning—MotivationDesigningModelandillustratestheconnectionbetweenthemodelandteachingpracticeInthesecondsection，theauthor

8、analyzesgeneralsituationofOxfordEnglishteachinginhighschoolsandconcludessomeproblemswearefacedwithinEnglishteachingInthethirdsection，theauthorconductsasurveyonstudents’motivationonOxfordEnglishandanalyzestheirmotivationc