本文選題：探究性教學(xué)　切入點：英語閱讀　出處：《華中師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：《中美兩國老師講授“灰姑娘”》這篇文章一度引發(fā)了社會各界人士上激烈的探討,也給作者一些對于閱讀教學(xué)的思考。從中可以看出中美兩國老師在教學(xué)上存在著很大的差異。美國老師通過提出12個問題,慢慢引導(dǎo)學(xué)生探究,啟發(fā)學(xué)生創(chuàng)造性思維,教學(xué)效果十分顯著。中國老師只強調(diào)字、詞、句子和文章的結(jié)構(gòu),扼殺了學(xué)生的思維和創(chuàng)造力。這是中國目前很多外語教學(xué)的現(xiàn)狀,因為中國學(xué)生所處的是外語學(xué)習(xí)環(huán)境中,而不是二語習(xí)得環(huán)境,再加上班級學(xué)生人數(shù)較多、升學(xué)考試等因素,每位學(xué)生在課堂上進行語言輸出的時間其實是很有限的,因此通過閱讀來擴大信息的輸出對中國學(xué)生來說是很必要的。筆者在和一些教師、學(xué)生交流后,發(fā)現(xiàn)采用探究性教學(xué)方式,可以改善目前城鎮(zhèn)初中英語閱讀教學(xué)的現(xiàn)狀。探究性教學(xué)在教師的引導(dǎo)下,讓學(xué)生通過自主學(xué)習(xí)和合作學(xué)習(xí)方式,在課堂教學(xué)過程中,讓學(xué)生發(fā)現(xiàn)問題、進行探究、同小組成員討論問題從而表達自己的想法,以提高學(xué)生的學(xué)習(xí)能力。傳統(tǒng)教學(xué)強調(diào)以教師講授為主,探究性教學(xué)強調(diào)以學(xué)生自主學(xué)習(xí)為主,來激發(fā)學(xué)生的學(xué)習(xí)興趣,以提高學(xué)生的閱讀能力。本文從論述國內(nèi)外研究現(xiàn)狀開始,介紹了探究式教學(xué)的理論基礎(chǔ)、概念、特點和模式。筆者抽取了撫州市樂安二中初三兩個班學(xué)生作為研究樣本,班級人均為82人。本論文的研究方法采用了訪談法、調(diào)查問卷法和實驗法,也就是說將實驗前測、后測進行對比,結(jié)合課后訪談和調(diào)查問卷,深入研究探究式教學(xué)模式在初中英語閱讀教學(xué)中是否可行有效。研究結(jié)果發(fā)現(xiàn)探究性教學(xué)對改善城鎮(zhèn)初中英語閱讀教學(xué)有顯著效果,具體表現(xiàn)在：①合作探究教學(xué)模式改善了城鎮(zhèn)初中班級人數(shù)眾多導(dǎo)致難以管理的狀況,使其管理變得更加井然有序；②自主探究式教學(xué)增加師生之間和生生之間的互動,激發(fā)了學(xué)生學(xué)習(xí)英語的興趣和調(diào)動學(xué)生的積極性,學(xué)生從被動的接受式學(xué)習(xí)變成主動參與學(xué)習(xí),這不僅改善了學(xué)生兩極分化的現(xiàn)狀,還有效地提高了學(xué)生自主學(xué)習(xí)的能力。③探究式教學(xué)提高了學(xué)生運用閱讀方法和策略的能力以及增強了評價反思的意識,這對學(xué)生進行終身學(xué)習(xí)有深遠的影響。研究結(jié)論顯示：①教師在設(shè)計教學(xué)內(nèi)容時,要注意課程內(nèi)容一定要有趣味性、意義性和可行性；②探究性教學(xué)是以學(xué)生為主體,教師為主導(dǎo)的教學(xué)方式,因此在課堂教學(xué)中,教師需要了解自己的角色定位,不要事必躬親,也不要放任不管。在關(guān)鍵的時候,及時對學(xué)生進行點撥和與指導(dǎo),引導(dǎo)學(xué)生動腦動手,讓學(xué)生學(xué)會自己解決問題；③通過實驗和調(diào)查得知,探究性教學(xué)模式是有效果的,但這并不意味者傳統(tǒng)教學(xué)毫無可取之處,我們可以把這兩種教學(xué)模式結(jié)合起來,以達到真正改善教學(xué)效果的目的。
[Abstract]:This article on "Cinderella" taught by teachers from China and the United States once triggered heated discussions among people from all walks of life in society. It also gives the author some thoughts on reading teaching. From this, we can see that there is a great difference between Chinese and American teachers in teaching. By asking 12 questions, American teachers slowly lead students to explore and inspire students to think creatively. The teaching effect is very remarkable. Chinese teachers only emphasize the structure of words, words, sentences and articles, which stifles students' thinking and creativity. This is the current situation in many foreign language teaching in China, because Chinese students are in a foreign language learning environment. Instead of the second language acquisition environment, the large number of students in the class, the entrance examination and other factors, the time for each student to carry out the language output in the classroom is actually very limited. Therefore, it is necessary for Chinese students to expand the output of information through reading. After communicating with some teachers and students, the author found that the method of inquiry teaching was adopted. It can improve the present situation of English reading teaching in junior middle schools in cities and towns. Under the guidance of teachers, inquiry teaching allows students to find problems and explore in the process of classroom teaching by means of autonomous learning and cooperative learning. Discuss problems with group members so as to express their ideas in order to improve students' learning ability. Traditional teaching emphasizes teachers' teaching, inquiry teaching emphasizes students' autonomous learning, so as to stimulate students' interest in learning. In order to improve students' reading ability, this paper begins with the current research situation at home and abroad, and introduces the theoretical basis, concept, characteristics and mode of inquiry teaching. The research methods of this thesis are interview method, questionnaire method and experiment method, that is to say, the pre-test and post-test are compared, combined with after-school interview and questionnaire, The results show that inquiry teaching has a significant effect on improving the teaching of junior high school English reading in cities and towns. The concrete manifestation is that the cooperative inquiry teaching mode of "1: 1" has improved the situation that is difficult to manage because of the large number of middle school classes in cities and towns, and has made its management more orderly and more orderly. (2) Independent inquiry teaching increases the interaction between teachers and students and between students and students. It has aroused students' interest in learning English and aroused students' enthusiasm. Students have changed from passive and receptive learning to active participation in learning, which not only improves the current situation of students' polarization. It also effectively improves students' ability of autonomous learning. 3 Inquiry teaching improves students' ability to use reading methods and strategies, and enhances the awareness of evaluation and reflection. The conclusion of the research shows that when designing the teaching content, the teacher should pay attention to the interesting content of the course, and the significance and feasibility of the inquiry teaching are the students as the main body. The teacher-led teaching method, therefore in the classroom teaching, the teacher needs to understand own role localization, does not let go of the matter personally, also does not let go of. In the key time, carries on the spot to the student in time and with the instruction, Lead students to use their brains and let students learn to solve their own problems. Through experiments and investigations, we can see that the inquiry teaching model is effective, but this does not mean that there is no merit in traditional teaching. We can combine these two teaching models to achieve the goal of improving the teaching effect.
【學(xué)位授予單位】：華中師范大學(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：1616429