本文關(guān)鍵詞： 實(shí)證研究 “學(xué)案導(dǎo)學(xué)” 英語(yǔ)閱讀教學(xué) 初中　出處：《南京師范大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：閱讀作為語(yǔ)言技能中最基本的技能之一,在英語(yǔ)教學(xué)過(guò)程中受到了相當(dāng)?shù)闹匾暋５?dāng)前的英語(yǔ)閱讀課堂教學(xué)中,教師過(guò)于注重閱讀理解教學(xué)的同時(shí),我們也看到閱讀課是很低效的。根據(jù)新課程標(biāo)準(zhǔn)的精神,閱讀應(yīng)該關(guān)注于閱讀策略的培養(yǎng)與訓(xùn)練,課堂上應(yīng)該讓學(xué)生將閱讀策略使用與閱讀理解有機(jī)結(jié)合,以提高學(xué)生的自主閱讀能力。而“學(xué)案”的提出與實(shí)施正體現(xiàn)了新課程改革的精神。基于支架式教學(xué)理論和人本主義理論,本研究的目的在于,將考慮到英語(yǔ)閱讀教學(xué)特點(diǎn)“學(xué)案導(dǎo)學(xué)”應(yīng)用到初中英語(yǔ)閱讀課中,以檢驗(yàn)這種閱讀教學(xué)方式能否培養(yǎng)學(xué)生良好的閱讀習(xí)慣,從而提高他們他們的閱讀水平,以及探索該方法能否改善英語(yǔ)閱讀課堂教學(xué)的效率。本研究的研究問(wèn)題是,第一,“學(xué)案導(dǎo)學(xué)”干預(yù)下英語(yǔ)閱讀課對(duì)學(xué)生閱讀能力有什么影響?第二,閱讀課上運(yùn)用“學(xué)案導(dǎo)學(xué)”可能存在哪些問(wèn)題?研究運(yùn)用了以下方法測(cè)試“學(xué)案導(dǎo)學(xué)”應(yīng)用于閱讀課的實(shí)際效果。第一,利用筆者在N中學(xué)兩個(gè)月的教學(xué)實(shí)習(xí),向該校英語(yǔ)組發(fā)放問(wèn)卷,以了解“學(xué)案”運(yùn)用于英語(yǔ)教學(xué)的大致情況；第二,在研究的整個(gè)過(guò)程中,筆者重點(diǎn)運(yùn)用實(shí)驗(yàn)法來(lái)檢測(cè)“學(xué)案”應(yīng)用于英語(yǔ)閱讀教學(xué)能否提高學(xué)生的閱讀能力。研究對(duì)象即實(shí)驗(yàn)班,在閱讀課上采用經(jīng)過(guò)筆者和執(zhí)教者針對(duì)閱讀文本精心設(shè)計(jì)的“學(xué)案”進(jìn)行教學(xué),正常教學(xué)班應(yīng)用學(xué)校英語(yǔ)組統(tǒng)一編制的學(xué)案。第三,對(duì)接受實(shí)驗(yàn)教學(xué)的學(xué)生樣本進(jìn)行訪談,訪問(wèn)他們對(duì)該閱讀教學(xué)方式的觀點(diǎn)和評(píng)論,從而進(jìn)一步探索這種閱讀教學(xué)方式存在的問(wèn)題。主要探索學(xué)生在“學(xué)案”的引導(dǎo)下能否養(yǎng)成運(yùn)用適當(dāng)?shù)拈喿x策略去主動(dòng)理解文本的習(xí)慣以及通過(guò)這種閱讀教學(xué)方式,對(duì)自己課外的自主閱讀是否有所幫助。研究過(guò)程中數(shù)據(jù)的收集和分析來(lái)自于問(wèn)卷調(diào)查的結(jié)果,學(xué)生關(guān)于閱讀能力測(cè)試的前測(cè)與后測(cè)的分?jǐn)?shù),以及受訪學(xué)生的訪談?dòng)涗�。研究結(jié)果表明,第一,“學(xué)案”對(duì)于學(xué)生閱讀策略的培養(yǎng)和訓(xùn)練有積極的效果,學(xué)生傾向于將平時(shí)“學(xué)案”反復(fù)訓(xùn)練引導(dǎo)的閱讀策略逐漸運(yùn)用到自己的閱讀理解中尤其是非常實(shí)際的考試中去。第二,考慮到閱讀課型特點(diǎn)的“學(xué)案”對(duì)學(xué)生的閱讀能力及自主學(xué)習(xí)能力的發(fā)展從長(zhǎng)遠(yuǎn)來(lái)看是有利的。第三,實(shí)驗(yàn)中也發(fā)現(xiàn)一些值得關(guān)注的問(wèn)題,雖然閱讀能力測(cè)試的前后測(cè)的分?jǐn)?shù)有所提高,學(xué)生對(duì)于這樣的“學(xué)案”反饋良好,但是編制體現(xiàn)課型特點(diǎn)學(xué)案過(guò)程較費(fèi)時(shí),需要在課后多次集中備課進(jìn)行討論編制,教師的集體智慧很難得到完整的體現(xiàn),而且如何設(shè)計(jì)“導(dǎo)學(xué)案”才能更恰當(dāng)?shù)娜诤嫌⒄Z(yǔ)閱讀教學(xué)的特點(diǎn),諸如如何使學(xué)生在“學(xué)案”的引導(dǎo)下逐步內(nèi)化并在自主閱讀過(guò)程中使用所學(xué)的閱讀策略,如何引導(dǎo)學(xué)生課后進(jìn)一步自主探索與課堂話題相關(guān)的信息,這些對(duì)于教師來(lái)說(shuō)來(lái)說(shuō)是一項(xiàng)長(zhǎng)期的挑戰(zhàn)。
[Abstract]:As one of the most basic language skills, reading has received considerable attention in the process of English teaching. However, in the current English reading classroom teaching, teachers pay too much attention to the teaching of reading comprehension at the same time. We also see that reading lessons are inefficient. According to the spirit of the new curriculum standards, reading should focus on the training and training of reading strategies, and students should be allowed to combine reading strategies with reading comprehension. In order to improve the students' autonomous reading ability, the proposal and implementation of the "Learning Plan" embodies the spirit of the new curriculum reform. Based on the scaffolding teaching theory and humanism theory, the purpose of this study is to. Taking into account the characteristics of English reading teaching, "Learning plan guidance" will be applied to junior high school English reading classes to test whether this reading teaching method can cultivate students' good reading habits and thus improve their reading level. And to explore whether this method can improve the efficiency of English reading teaching. The research questions in this study are as follows: first, what effect does the English reading class have on the students' reading ability under the intervention of "Learning case guidance"? Second, what problems may exist in the use of "learning plan guidance" in reading class? The study used the following methods to test the practical effect of "Learning case guidance" applied to reading class. First, using the author's two-month teaching practice in N Middle School, the author sent out questionnaires to the English group of this school. In order to understand the application of "learning plan" in English teaching; second, in the whole process of the study, The author mainly uses the experimental method to test whether the application of "learning plan" in English reading teaching can improve the students' reading ability. In the reading class, we use the "study plan" which is carefully designed by the author and the instructor to teach the reading text, and the normal teaching class applies the learning plan compiled by the English group of the school. Thirdly, the sample of the students receiving the experimental teaching is interviewed. Access to their views and comments on the teaching of reading, The main purpose of this paper is to explore the problems existing in this reading teaching method. Under the guidance of "Learning Plan", the students can form the habit of using appropriate reading strategies to actively understand the text and the reading teaching method. The data collection and analysis in the course of the study came from the results of the questionnaire survey, the scores of the pre-test and post-test of the students' reading ability test, The results show that, first, the "Learning Plan" has a positive effect on the cultivation and training of students' reading strategies. Students tend to apply their reading strategies, which are repeatedly trained and guided, to their reading comprehension, especially in very practical tests. Second, Considering that the "study plan" with the characteristics of reading class is beneficial to the development of students' reading ability and autonomous learning ability in the long run. Thirdly, the experiment has also found some problems that deserve attention. Although the scores of the pre-and post-test of the reading ability test have been improved, and the students have good feedback on such "study plans," the process of compiling the study plan, which embodies the characteristics of the class, is more time-consuming and needs to be discussed and compiled many times after class preparation. The collective wisdom of teachers is difficult to be fully embodied, and how to design a "guide plan" can more appropriately integrate the characteristics of English reading teaching. Such as how to make students gradually internalize and use the reading strategies they have learned in the process of autonomous reading under the guidance of "study plan", and how to guide students to explore further information related to classroom topics independently after class. These are long-term challenges for teachers.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.41

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本文編號(hào)：1515267