本文選題：英語閱讀　切入點(diǎn)：高中生　出處：《閩南師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：高中英語閱讀板塊是各個(gè)單元的教學(xué)核心部分。在高中英語閱讀課中,提問是教師實(shí)現(xiàn)教學(xué)目標(biāo)最常采用的手段之一,可以很好的了解學(xué)生的學(xué)習(xí)動態(tài),使學(xué)生主動參與到課堂教學(xué)中,提高學(xué)生的發(fā)散思維能力。那些高質(zhì)量、高效率的提問可以更好的體現(xiàn)提問這一環(huán)節(jié)的作用,然而高效的提問不是偶然提出的,需要教師精心設(shè)計(jì)問題,那么高中英語閱讀課的提問設(shè)計(jì)就顯得非常的重要。調(diào)查和研究高中英語閱讀課的提問現(xiàn)狀十分必要,在此基礎(chǔ)上探討怎樣有效設(shè)計(jì)提問則更加重要。首先在整理文獻(xiàn)、發(fā)現(xiàn)問題的基礎(chǔ)上設(shè)計(jì)了一份問卷調(diào)查高中英語閱讀課的提問現(xiàn)狀,結(jié)果發(fā)現(xiàn):第一,學(xué)生普遍認(rèn)同提問在英語閱讀課中的重要性,但是,教師提問對學(xué)生英語學(xué)習(xí)的幫助力度不夠;第二,教師雖然已經(jīng)意識到提問的重要性,同時(shí)也頻繁的應(yīng)用提問這一教學(xué)技能,但是還沒有擺脫以教師講解為主的課堂模式,沒有充分調(diào)動學(xué)生的積極性和主動性,大部分同學(xué)不會主動回答問題,而是被動的等待老師的提問;第三,教師在課堂中常用提問這一手段來考查學(xué)生掌握知識的情況,在提問設(shè)計(jì)時(shí),教師對教學(xué)重難點(diǎn)普遍掌握的很準(zhǔn)確,同時(shí)提問的難度也適中,但問題的設(shè)計(jì)偏重展示性問題,考察學(xué)生對知識點(diǎn)和閱讀教材的理解,問題深度不夠,問題層面比較單一,缺少參考性問題的設(shè)計(jì),不利于激發(fā)學(xué)生的辯證思維。第四,學(xué)生對教師的的提問有多方面的期待,教師應(yīng)考慮到學(xué)生的需求,提問設(shè)計(jì)時(shí)需要結(jié)合學(xué)生的生活實(shí)際、社會熱點(diǎn)。其次,在分析現(xiàn)狀的基礎(chǔ)上,結(jié)合具體的教學(xué)內(nèi)容,本研究設(shè)計(jì)了一篇閱讀課的提問設(shè)計(jì)案例。案例從教材總體、案例背景、閱讀內(nèi)容等各方面分析,同時(shí)結(jié)合建構(gòu)主義學(xué)習(xí)理論和支架學(xué)習(xí)理論進(jìn)行提問設(shè)計(jì)。該案例在課堂實(shí)踐中取得了良好的效果。希望本論文的調(diào)查結(jié)果和提問案例設(shè)計(jì)可以給一線教師的英語閱讀課教學(xué)提供一些借鑒。
[Abstract]:High school English reading section is the core part of each unit. In senior high school English reading class, asking questions is one of the most common means for teachers to achieve their teaching goals. Make the students participate in the classroom teaching actively, improve the students' divergent thinking ability. Those high quality and high efficiency questions can better reflect the role of this link, but the efficient questions are not put forward by chance. It is necessary to investigate and study the present situation of English reading class in senior high school, since it is very important for teachers to design the questions carefully, so the question design of English reading class in senior high school is very important. On this basis, it is more important to explore how to design questions effectively. Firstly, we design a questionnaire survey on the current situation of English reading class in senior high school. The results are as follows: first, Students generally agree on the importance of asking questions in English reading classes. However, teachers' questioning is not enough to help students learn English. Second, teachers have realized the importance of asking questions. At the same time, the teaching skill of asking questions is also frequently applied. However, it has not got rid of the classroom mode which is mainly explained by teachers, and has not fully aroused the enthusiasm and initiative of students. Most students will not answer questions voluntarily. They are passively waiting for the teacher to ask questions. Third, teachers often use the means of questioning in the classroom to check the students' knowledge. When the questions are designed, the teachers generally master the most difficult points in teaching. At the same time, the difficulty of asking questions is also moderate, but the design of the questions is focused on the display problems, and the students' understanding of the knowledge points and the reading materials is investigated. The problem is not deep enough, the problem level is relatively single, and the design of the referential problems is lacking. 4th, students have many expectations for teachers' questions, teachers should take into account the needs of students, questions should be designed in combination with the reality of students' life, social hot spots. On the basis of analyzing the present situation and combining with the specific teaching content, this study designs a case study of the question design of reading class. The case is analyzed from the aspects of teaching material overall, case background, reading content and so on. At the same time, combining constructivist learning theory and scaffolding learning theory, the question design is carried out. The case has achieved good results in classroom practice. It is hoped that the results of this paper and the design of questioning cases can be given to the English teachers of the first line. Language reading teaching provides some reference.
【學(xué)位授予單位】：閩南師范大學(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：1616465