本文關(guān)鍵詞： 農(nóng)村初中英語(yǔ) 讀中教學(xué)設(shè)計(jì) 研究　出處：《華中師范大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：新課標(biāo)指出：“發(fā)展聽(tīng)說(shuō)讀寫(xiě)技能是語(yǔ)言教學(xué)不可或缺的有機(jī)組成部分。”閱讀是語(yǔ)言輸出和表達(dá)的重要基礎(chǔ)和關(guān)鍵因素,提高學(xué)生的閱讀理解技能是初中英語(yǔ)教學(xué)的核心目的之一。目前,閱讀教學(xué)大多采用三段式教學(xué)模式,即“讀前、讀中和讀后”三個(gè)階段。“讀中”即閱讀中階段(While-reading),是閱讀教學(xué)的主體部分,學(xué)生在這個(gè)過(guò)程中通過(guò)閱讀獲取信息,發(fā)展語(yǔ)言運(yùn)用的能力,提高閱讀理解的能力。教師和學(xué)生應(yīng)該把主要的時(shí)間和精力放在如何使用恰當(dāng)?shù)拈喿x策略獲取主要事實(shí)和觀(guān)點(diǎn)上。閱讀前和閱讀后階段主要以聽(tīng)說(shuō)為主,課堂氣氛顯得活躍。相比較而言,閱讀中階段是一個(gè)比較安靜的過(guò)程,學(xué)生需要靜下心來(lái),才能從外部獲取信息和語(yǔ)言。而有些教師卻把這種自然的閱讀過(guò)程視為“冷場(chǎng)”。在讀前導(dǎo)入和讀后拓展環(huán)節(jié)花費(fèi)了太多的時(shí)間和精力,而對(duì)“讀中”這一主體環(huán)節(jié)一帶而過(guò),導(dǎo)致讀前導(dǎo)入和讀后拓展有喧賓奪主之勢(shì),以致“讀中”教學(xué)活動(dòng)沒(méi)有得到充分的開(kāi)展,忽視了有效的“讀中”教學(xué)設(shè)計(jì)。作為一名初中英語(yǔ)教師,本人想通過(guò)對(duì)讀中教學(xué)設(shè)計(jì)的研究,弄清楚讀中教學(xué)設(shè)計(jì)的概念、構(gòu)成要素、原則及功能。以探索讀中教學(xué)的模式,運(yùn)用于閱讀課堂教學(xué)中,提高課堂教學(xué)的效率。本文采用的研究方法主要有如下幾種,文獻(xiàn)分析法、案例分析法、問(wèn)卷調(diào)查研究法、課堂觀(guān)察法、個(gè)人訪(fǎng)談法。在文獻(xiàn)研究的基礎(chǔ)上,通過(guò)在案例分析弄清讀中教學(xué)的概念,通過(guò)課堂觀(guān)察和問(wèn)卷調(diào)查分析讀中教學(xué)的要素,了解讀中教學(xué)的現(xiàn)狀,再結(jié)合對(duì)教師的訪(fǎng)談,探討讀中教學(xué)應(yīng)遵循的原則,探尋農(nóng)村初中英語(yǔ)讀中教學(xué)設(shè)計(jì)模式。
[Abstract]:New curriculum standard pointed out: "the development of speaking and writing skills is an integral part of language teaching indispensable." reading is an important foundation and key factors and expression of language output, improve the students' reading comprehension ability is one of the core objective of English Teaching in junior high school reading teaching. At present, three stage teaching mode are used, namely "read before reading and post reading" three stages. "In the stage of reading" (While-reading), is the main part of the teaching of reading, the students read the information in the process of development, ability to use language, to improve the ability of reading comprehension. Teachers and students should be the main time and energy on how to use appropriate reading strategies to obtain the main facts and opinions. Pre reading and post reading mainly in listening and speaking, classroom atmosphere is active. In comparison, reading is a stage The process is quiet, students need Jingxiaxinlai, in order to obtain information and language from the outside. But some teachers read the process of natural as "awkward". In the pre reading and reading into the expanded part of spending too much time and energy, and on the subject of reading "part of it before and after reading, to read into the development there is overwhelming potential, so that" reading teaching activities "has not been fully carried out, ignoring the" effective reading teaching design. As a junior high school English teacher, I want to through the research on teaching reading design, clear reading concept, teaching design the elements, principles and functions. In order to explore the reading teaching mode used in reading teaching, improve the efficiency of classroom teaching. The research methods used in this paper are as follows, literature analysis, case analysis, questionnaire survey The research method, classroom observation method, interview method. On the basis of literature research, through the analysis of the concept of teaching to read in the case, through classroom observation and questionnaire survey and factor analysis in reading teaching, reading teaching in the understanding of the status quo, combined with the interviews of the teachers, discussing reading teaching should follow in principle, to explore the rural junior high school English Reading Teaching in design mode.

【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 陽(yáng)玉英;;新課標(biāo)理念下的英語(yǔ)閱讀教學(xué)[J];成都大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2006年03期

2 閆民;;創(chuàng)設(shè)適宜情境 優(yōu)化英語(yǔ)教學(xué)[J];才智;2013年26期

3 蔡婷;;一個(gè)經(jīng)典故事的閱讀教學(xué)案例[J];語(yǔ)數(shù)外學(xué)習(xí)(初中版下旬);2014年03期

4 索桂芳;論課堂教學(xué)設(shè)計(jì)[J];河北師范大學(xué)學(xué)報(bào)(教育科學(xué)版);2001年02期

5 羅玉南;;淺談高中英語(yǔ)課堂教學(xué)設(shè)計(jì)[J];教育教學(xué)論壇;2010年15期

6 辛華;;論圖式理論與大學(xué)英語(yǔ)閱讀教學(xué)[J];遼寧教育行政學(xué)院學(xué)報(bào);2012年01期

7 楊立軍;王瑩;;高職英語(yǔ)實(shí)施分級(jí)教學(xué)的探索與實(shí)踐[J];沈陽(yáng)工程學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版);2008年04期

8 茌慶梅;;淺談如何優(yōu)化英語(yǔ)教學(xué)設(shè)計(jì),構(gòu)建高效英語(yǔ)課堂[J];科技信息;2011年32期

9 戴天揚(yáng);;關(guān)注細(xì)節(jié),提高實(shí)效——從“同課異構(gòu)”教學(xué)活動(dòng)看異同[J];基礎(chǔ)教育論壇;2013年04期

10 向芝君;;小學(xué)英語(yǔ)課堂教學(xué)設(shè)計(jì)的理?yè)?jù)、原則和方法[J];考試周刊;2014年87期

，

本文編號(hào)：1555684