本文選題：支架教學(xué)理論　切入點：英語閱讀學(xué)習(xí)　出處：《杭州師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：英語閱讀是綜合英語能力不可或缺的一部分,并且它也是英語學(xué)習(xí)的一個部分。課堂英語閱讀教學(xué)在初中是如此重要,以至于提高學(xué)生英語閱讀能力成為了初中英語教學(xué)的重要目標(biāo)之一。新課標(biāo)指出,英語閱讀至關(guān)重要,然而當(dāng)前英語閱讀課堂教學(xué)并不令人滿意。因此,我們必須重視課堂英語教學(xué)。在理想的以學(xué)生為主導(dǎo)的英語閱讀課堂中,教師應(yīng)尋求行之有效的方法來訓(xùn)練學(xué)生,使其致力于英語閱讀學(xué)習(xí),從而漸漸培養(yǎng)強(qiáng)大的英語閱讀能力。我們擬將做一個為期一學(xué)期的英語閱讀教學(xué)實驗。在該實驗中,我們運用支架教學(xué)理論給杭州清泰實驗學(xué)校8年級的30個實驗班的學(xué)生上英語閱讀課。我們旨在回答以下兩個重要的研究問題。第一,支架教學(xué)理論能否運用于英語閱讀教學(xué)課堂?如果可以,那么它能否在一定程度上提高學(xué)生對于英語閱讀學(xué)習(xí)的興趣?如果可行,那么它能否在一定程度上提高學(xué)生在英語閱讀學(xué)習(xí)上的自主性和主動性,培養(yǎng)學(xué)生的合作精神?第二,與在傳統(tǒng)英語閱讀教學(xué)模式指導(dǎo)下的控制班學(xué)生的英語閱讀能力相比,在支架教學(xué)理論指導(dǎo)下的實驗班學(xué)生的英語閱讀能力是否存在顯著的差異?數(shù)據(jù)分析以實驗前和實驗后的調(diào)查問卷為基礎(chǔ)。我們邀請了杭州清泰實驗學(xué)校8年級的60位學(xué)生填寫這兩份調(diào)查問卷。我們還將這60位學(xué)生分為兩個班級,一個是控制板,另一個是實驗班,每個班級均有30名學(xué)生。此外,實驗數(shù)據(jù)也以實驗前和試驗后的兩次測試為基礎(chǔ)。前測和后測的試題取自杭州上城區(qū)教育局的期末英語統(tǒng)測試卷的閱讀部分。最后,我們得出結(jié)論,其為如下所示。支架教學(xué)理論可以運用于初中英語閱讀教學(xué)。由于支架教學(xué)理論的運用,實驗班學(xué)生對于英語閱讀學(xué)習(xí)的興趣和信心有所提升。此外,他們在英語閱讀學(xué)習(xí)中的自主性和主動性也有所提升,并且其合作能力也大大提高了。實驗班學(xué)生的英語閱讀能力比控制班學(xué)生的英語閱讀能力高出不少。然而,支架教學(xué)理論用于英語閱讀教學(xué)的實驗僅僅進(jìn)行了一個學(xué)期,實驗時間不長,實驗對象較少,且實驗規(guī)模不大,所以結(jié)論缺乏一定的信度和效度。
[Abstract]:English reading is an integral part of comprehensive English proficiency, and it is also a part of English learning. Classroom English reading teaching is so important in junior high school. As a result, improving students' English reading ability has become one of the important goals of junior high school English teaching. The new curriculum indicates that English reading is of great importance, but the current English reading classroom teaching is not satisfactory. We must attach importance to classroom English teaching. In an ideal student-led English reading class, teachers should seek effective ways to train students to devote themselves to English reading. So that we can gradually develop a strong reading ability. We are going to do a one-semester English reading teaching experiment. In this experiment, We use the scaffold teaching theory to give English reading lessons to 30 students in the eighth grade of Hangzhou Qingtai Experimental School. We aim to answer the following two important research questions. First, Can the scaffold teaching theory be applied to English reading teaching? If so, can it enhance students' interest in English reading to some extent? If it is feasible, can it improve students' autonomy and initiative in English reading to a certain extent and foster students' spirit of cooperation? Second, is there a significant difference between the control class students' English reading ability under the guidance of the traditional English reading teaching mode and the experimental class students' reading ability under the guidance of the scaffolding teaching theory? The data analysis was based on the questionnaire before and after the experiment. We invited 60 students from Grade 8 of Qingtai Experimental School in Hangzhou to fill out the two questionnaires. We also divided the 60 students into two classes, one of which was a control board. The other is the experimental class. There are 30 students in each class. In addition, The experimental data are also based on the two tests before and after the experiment. The pre-test and post-test questions are taken from the reading section of the final English Test Paper of the Bureau of Education in Shangcheng District, Hangzhou. Finally, we draw a conclusion. It is shown below. Scaffolding teaching theory can be applied to English reading teaching in junior high school. As a result of the application of scaffolding teaching theory, the interest and confidence of experimental class students in English reading learning have been improved. In addition, Their autonomy and initiative in English reading learning have also been improved, and their cooperative ability has been greatly improved. The English reading ability of the students in the experimental class is much higher than that of the students in the control class. However, The experiment of scaffold teaching theory used in English reading teaching has been carried out for only one semester, the experiment time is not long, the experiment object is small, and the experiment scale is not large, so the conclusion lacks certain reliability and validity.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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本文編號：1559564