2027年英语教学毕业论文范文（全英文本科论文）

从杜威的教学法思考我国中学英语教学

摘 要

本论文通过对杜威教育理论教育即生活、生长和经验改造这三个主要命题的浅析，并根据杜威率先提出的探索式教学法，分析中国中学英语教学活动，旨在发现我国中学英语教学中存在的问题与不足，从而恰当地借鉴杜威教学法以推进我国中学英语教学的改革与完善。英语教学毕业论文范文

关键词：杜威；教学法；英语教学

ABSTRACT

The main object of this paper is the reference derived from Dewey's educational theory used in secondary school English teaching in China. After studying Dewey's educational theory that education is for life, growth, and experience transforming, and analyzing Dewey inquiry teaching method, I hope to find out the problems and deficiencies in the secondary school English teaching in China and to promote Dewey's teaching methods appropriately in our secondary school English teaching.

Key words：Dewey; teaching methods; English language teaching

Contents

1．Introduction 1

2. The Traditional Teaching Methods and Its Limitations before Dewey’s Pedagogy Formed 2

2.1 The Traditional Teaching Methods 2

2.2 The Characteristics of Traditional Teaching Methods 2

2.3 The Limitations and Disadvantages of Traditional Teaching Methods 3

3. The Formation of Dewey's Pedagogy 5

3.1 About Dewey 5

3.2 The Formation of Teaching Theory 5

3.3 Dewey’s Teaching Method 7

4. The implementation steps and effectiveness of Dewey’s teaching method 8

4.1 Steps 8

4.2 Effectiveness 9

5．The Reference From Dewey's Pedagogy for Secondary School English Teaching in China 11

5.1 Create the Daily Life Environment in English Classroom 11

5.2 Guide the Students to Experience English Culture 11

5.3 Teach English in Daily Life 12

6. Conclusion 14

Acknowledgements 15

References 16

1．Introduction

Dewey’s educational idea is widespread in the world. His educational theory “not only shaped modern American education, but also impacted on the world” [1]243. He is the most influential representative in the history of modern Western education. As a famous educator, John Dewey’s pragmatic educational idea has produced the most profound influences not only in the United States, but also in other countries. Dewey in his Democracy and Education (2011) proposed the inquiry teaching method, which made students no longer passively “accept” knowledge, but actively “process and use” knowledge. Knowledge is no longer the accumulation of static rigid concept, but is the intellectual supporting for effective action, just like Dewey’s statement “learning by doing.”

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