高中英语教学中的审美渗透研究

摘要

英语是一门充满了美的语言，英语的美体现在语音美、字母和单词的形式美、词的构成美、辞格美等。语音美在它的节奏与韵律，词的构成美在词的合成、词的转换以及词的词义和词性的转化。修辞美在明喻、暗喻、拟人、拟声、平行结构等修辞格的运用。高中英语教材中的美俯首皆是，课文中的思想美也熠熠生辉。 马斯洛(1970)的人类需求的层次表明，审美需求是人类的较高层次的需求。一旦审美需求得到满足，人类就会被激发出源源不断的动力。 虽然外语教学的改革进行了许多年，但在当今的高中英语教学中普遍存在明显的应试教育倾向等严重问题。束定芳(2004)指出：许多学生学习外语，其主要目标是为了通过某一考试，而且几乎是通过做习题来学外语。这种“题海战术”让教师和学生都不堪其苦，忘记了英语本身的美，教学效果很不理想。审美渗透势在必行。审美渗透能培养学生的审美情趣，开发学生的智力，培养学生的想象力和创造力，使学生的综合素质得到全面发展。 本研究从审美教育理论、克拉申的情感过滤假设理论、认知语言学理论和高中英语课程标准理论等和教学实践来探讨英语自身的美；提出高中英语教学中有必要实施审美渗透；高中英语教学应注重学生情感的培养，挖掘英语语言本质美，从各个角度来欣赏这门语言，让学生领悟到这种美，以激发其内心深处对这门语言的喜爱，形成学习这门语言的持久的兴趣；从而调动学生的学习积极性，充分发挥学生的主体作用，调动各种资源、运用各种方法学习这门语言，培养终生学习的能力。 我们选取了笔者任教的湖大附中的2006年9月入学的一个人数为50人的高一班级，作为试验班，开展了为期一个学期的教学实验。 在实验过程中，我们采取了多种措施实施审美渗透；通过实验前后的问卷调查，收集数据。数据分析表明，本研究证实了在高中英语教学中进行审美渗透有利于提高学生学习英语的兴趣，信心，自主学习能力，协作精神及想象力、创造力等综合人文素养的形成的假设。我们认为教师应该贯彻审美渗透，开发和利用多种教学资源，为学生创设学习英语的外部环境，培养学生良好的学习英语的习惯，指导学生运用高效的学习策略学习，提高教学效果。

目录

文摘

英文文摘

论文说明：List of abbreviations、List of figures and tables

声明

Introduction

Chapter One Literature Review

1.1 Theoretical bases for aesthetic infiltration

1.1.1 Aesthetic education theories

1.1.2 Cognitive linguistics theories

1.1.3 Krashen's affective filter hypothesis

1.1.4 The national curriculum criteria for senior high school EFL teaching

1.2 Current researches on aesthetic education

1.2.1 Researches on aesthetic education abroad

1.2.2 Researches on aesthetic education at home

1.3 Summary

Chapter Two Significance of Aesthetic Infiltration

2.1 The present situation of basic educational reform at home and in foreign countries

2.1.1 The present situation of educational reform in China

2.1.2 The tendency of basic educational reform in foreign countries

2.2 The problems in senior high school EFL teaching in China

2.2.1 The situation of the basic education

2.2.2 The problems of senior high school EFL teaching

2.3 Necessity of aesthetic infiltration in senior high school EFL teaching

2.4 Advantages of English aesthetic infiltration

2.4.1 Fostering the students' ability in experiencing and appreciating beauty

2.4.2 Increasing the students' learning efficiency

2.4.3 Cultivating the students' ability of imagination, creativity and intelligence

2.4.4 Developing the students' healthy psychology and promote their all-sided development

2.4.5 Enlivening people's spirits

2.5 Summary

Chapter Three The Content of English Aesthetic Infiltration

3.1 The beauty in English sounds

3.2 The beauty in English letters and words

3.3 The beauty in English word formation

3.3.1 The beauty in compounds

3.3.2 The beauty in conversion

3.3.3 The beauty in derivation

3.4 The beauty in figures of speech

3.4.1 Phonetic stylistic devices

3.4.2 Lexical stylistic devices

3.4.3 Syntactical stylistic devices

3.5 The beauty in humanistic perspective

3.6 Summary

Chapter Four The Experiment on English Aesthetic Infiltration in Senior High School EFL Teaching

4.1 Purpose of the experiment

4.2 Subjects of the experiment

4.3 Instruments of the experiment

4.3.1 Pre-experiment questionnaire

4.3.2 Post-experiment questionnaire

4.3.3 Post-case-teaching questionnaire

4.4 Treatment

4.4.1 The procedure

4.4.2 A case teaching

4.4.3 Techniques applied in the experiment

4.5 Data collection and analysis

4.5.1 Comparison of the results of pre-experiment questionnaire and post-experiment questionnaire

4.5.2 Analysis of the results of post-case-teaching questionnaire

4.6 Summary

Chapter Five Major Findings and Pedagogical Implications

5.1 Major findings

5.1.1 Merits of English aesthetic infiltration

5.1.2 Major problems in English aesthetic education

5.2 Pedagogical Implications

5.2.1 Strategies for teachers in English aesthetic education

5.2.2 Teaching resources for English aesthetic infiltration

5.2.3Strategies for students in senior high school English learning

5.3 Limitations of the research

5.4 Suggestions for further researches

5.5 Summnary

Conclusion

Bibliography

Appendix

Acknowledgements