支架教學(xué)模式在農(nóng)村高中英語(yǔ)閱讀教學(xué)中的實(shí)驗(yàn)研究
發(fā)布時(shí)間：2018-09-14 21:10
【摘要】：閱讀是學(xué)習(xí)英語(yǔ)的一個(gè)重要途徑,閱讀能力也是一種基本能力。由于傳統(tǒng)教學(xué)觀念和其他因素的影響,目前農(nóng)村高中英語(yǔ)閱讀教學(xué)仍以教師講解,學(xué)生筆記為主,學(xué)生缺乏閱讀實(shí)踐,英語(yǔ)興趣低下。盡管大部分高中英語(yǔ)教師已經(jīng)充分意識(shí)到閱讀教學(xué)的重要性,目前高中英語(yǔ)閱讀課堂教學(xué)大多數(shù)采用的還是傳統(tǒng)閱讀教學(xué)模式。這種模式的弊端在于過(guò)分強(qiáng)調(diào)文章中語(yǔ)法、詞匯和表層意思的講解,而忽略了學(xué)生的最近發(fā)展區(qū)和文化背景的滲透。然而,由于缺乏相關(guān)的背景知識(shí)和閱讀策略,高中學(xué)生在閱讀一些材料時(shí)經(jīng)常會(huì)遇到困難。這導(dǎo)致很多學(xué)生雖然付出很多努力,但他們的英語(yǔ)閱讀能力并無(wú)明顯提高。因此解決怎樣提高農(nóng)村高中生英語(yǔ)閱讀能力的問題已刻不容緩。針對(duì)農(nóng)村英語(yǔ)閱讀教學(xué)現(xiàn)狀,筆者根據(jù)自己的親身經(jīng)歷,從學(xué)生的實(shí)際出發(fā),在已有研究的基礎(chǔ)上,探索如何將“支架式”教學(xué)模式應(yīng)用于高中英語(yǔ)閱讀教學(xué),分析和討論高中英語(yǔ)閱讀教學(xué)中“支架式”教學(xué)模式的應(yīng)用方法,進(jìn)而論證該模式的有效性。“支架式”教學(xué)模式是建構(gòu)主義理念下的核心教學(xué)模式之一,它的提出基于蘇聯(lián)著名心理學(xué)家維果茨基的“最近發(fā)展區(qū)”理論,通過(guò)為學(xué)生搭建一套恰當(dāng)?shù)妮o助框架及情景幫助學(xué)生完成學(xué)習(xí)任務(wù)。支架式閱讀教學(xué)模式,提倡以教師為指導(dǎo),以學(xué)生為中心的學(xué)習(xí),以搭建腳手架、進(jìn)入情境、獨(dú)立探索、合作學(xué)習(xí)、小組評(píng)價(jià)為基本程序,把閱讀過(guò)程中一系列較難的任務(wù)有層次的加以分解,按照學(xué)生理解能力和智力的“最近發(fā)展區(qū)”,為學(xué)生搭建一個(gè)現(xiàn)實(shí)發(fā)展水平與潛在發(fā)展水平的橋梁,實(shí)現(xiàn)對(duì)知識(shí)意義的構(gòu)建及閱讀能力的改善。提高學(xué)生英語(yǔ)閱讀理解能力和自主學(xué)習(xí)能力,引導(dǎo)學(xué)生向更高的水平發(fā)展。為高中教師組織英語(yǔ)閱讀課提供了很好的指導(dǎo)作用。本研究包含三個(gè)研究問題:1)“支架式”教學(xué)模式的應(yīng)用是否有利于學(xué)生英語(yǔ)閱讀能力的提高?2)“支架式”教學(xué)模式的應(yīng)用是否有助于提高學(xué)生英語(yǔ)閱讀的自主學(xué)習(xí)能力?3)“支架式”教學(xué)模式的應(yīng)用是否有利于激發(fā)學(xué)生的英語(yǔ)閱讀興趣?本研究從興國(guó)平川中學(xué)高二年級(jí)選取了兩個(gè)同層次班級(jí)作為實(shí)驗(yàn)主體,分別作為實(shí)驗(yàn)班和控制班。兩個(gè)班的男女比例、課堂紀(jì)律、學(xué)習(xí)成績(jī)等方面都比較接近。教學(xué)實(shí)驗(yàn)從2014年7月開始,到2014年11月結(jié)束,為期四個(gè)月。筆者借助測(cè)試、問卷以及訪談的方式來(lái)收集實(shí)驗(yàn)數(shù)據(jù),通過(guò)SPSS統(tǒng)計(jì)軟件對(duì)數(shù)據(jù)進(jìn)行分析,分析結(jié)果證明了“支架式”教學(xué)模式在農(nóng)村高中英語(yǔ)閱讀課堂中應(yīng)用的有效性,提高了學(xué)生在英語(yǔ)閱讀課堂中的自主學(xué)習(xí)能力,增強(qiáng)了學(xué)生的英語(yǔ)學(xué)習(xí)興趣和自信,是一種深受師生歡迎的教學(xué)模式。
[Abstract]:Reading is an important way to learn English, and reading ability is also a basic ability. Due to the influence of traditional teaching concepts and other factors, the teaching of English reading in rural senior high schools is still based on teachers'explanation, students' notes, students'lack of reading practice and low interest in English. As far as the importance of reading teaching is concerned, the traditional teaching mode of reading is still adopted in the classroom teaching of English reading in senior high schools. The drawback of this mode lies in the over-emphasis on the explanation of grammar, vocabulary and surface meaning in the text, and the neglect of the infiltration of students'recent developmental areas and cultural backgrounds. It is urgent to solve the problem of how to improve the reading ability of rural high school students. In view of the current situation of rural English reading teaching, the author puts forward some suggestions. According to my own experience and on the basis of the students'actual conditions and the existing research, this paper explores how to apply the scaffolding teaching mode to the teaching of English reading in senior high schools, analyzes and discusses the application methods of the Scaffolding Teaching Mode in the teaching of English reading in senior high schools, and then demonstrates the effectiveness of this mode. Model is one of the core teaching modes under constructivism. It is based on Vygotsky's "Zone of Proximal Development" theory. It helps students accomplish their learning tasks by setting up a set of appropriate auxiliary frameworks and scenarios. Scaffolding reading teaching mode advocates teachers as the guide and students as the center. Heart learning, with scaffolding, situation entry, independent exploration, cooperative learning, group evaluation as the basic procedure, decomposes a series of difficult tasks in the reading process at different levels, and builds a bridge between the actual development level and the potential development level for students according to the "nearest development zone" of students'comprehension and intelligence. This research includes three research questions: 1) whether the application of scaffolding teaching model is beneficial to the development of students'English reading comprehension ability and autonomous learning ability, and to guide students to a higher level. To improve students'English reading ability? 2) Does the application of "scaffolding" teaching model help to improve students' English reading ability? 3) Does the application of "scaffolding" teaching model help stimulate students'interest in English reading? This study selected two classes of the same level from the sophomore year of Xingguo Pingchuan Middle School. The teaching experiment lasted for four months from July 2014 to November 2014. The author collected the experimental data by means of tests, questionnaires and interviews, and then entered the data through SPSS statistical software. The result of the analysis proves that the scaffolding teaching model is effective in rural senior high school English reading class, improves students'autonomous learning ability in English reading class, and enhances students' interest and self-confidence in English learning. It is a popular teaching model among teachers and students.
【學(xué)位授予單位】：贛南師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41
[Abstract]:Reading is an important way to learn English, and reading ability is also a basic ability. Due to the influence of traditional teaching concepts and other factors, the teaching of English reading in rural senior high schools is still based on teachers'explanation, students' notes, students'lack of reading practice and low interest in English. As far as the importance of reading teaching is concerned, the traditional teaching mode of reading is still adopted in the classroom teaching of English reading in senior high schools. The drawback of this mode lies in the over-emphasis on the explanation of grammar, vocabulary and surface meaning in the text, and the neglect of the infiltration of students'recent developmental areas and cultural backgrounds. It is urgent to solve the problem of how to improve the reading ability of rural high school students. In view of the current situation of rural English reading teaching, the author puts forward some suggestions. According to my own experience and on the basis of the students'actual conditions and the existing research, this paper explores how to apply the scaffolding teaching mode to the teaching of English reading in senior high schools, analyzes and discusses the application methods of the Scaffolding Teaching Mode in the teaching of English reading in senior high schools, and then demonstrates the effectiveness of this mode. Model is one of the core teaching modes under constructivism. It is based on Vygotsky's "Zone of Proximal Development" theory. It helps students accomplish their learning tasks by setting up a set of appropriate auxiliary frameworks and scenarios. Scaffolding reading teaching mode advocates teachers as the guide and students as the center. Heart learning, with scaffolding, situation entry, independent exploration, cooperative learning, group evaluation as the basic procedure, decomposes a series of difficult tasks in the reading process at different levels, and builds a bridge between the actual development level and the potential development level for students according to the "nearest development zone" of students'comprehension and intelligence. This research includes three research questions: 1) whether the application of scaffolding teaching model is beneficial to the development of students'English reading comprehension ability and autonomous learning ability, and to guide students to a higher level. To improve students'English reading ability? 2) Does the application of "scaffolding" teaching model help to improve students' English reading ability? 3) Does the application of "scaffolding" teaching model help stimulate students'interest in English reading? This study selected two classes of the same level from the sophomore year of Xingguo Pingchuan Middle School. The teaching experiment lasted for four months from July 2014 to November 2014. The author collected the experimental data by means of tests, questionnaires and interviews, and then entered the data through SPSS statistical software. The result of the analysis proves that the scaffolding teaching model is effective in rural senior high school English reading class, improves students'autonomous learning ability in English reading class, and enhances students' interest and self-confidence in English learning. It is a popular teaching model among teachers and students.
【學(xué)位授予單位】：贛南師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41
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1 王宇;;支架式教學(xué)模式在大學(xué)英語(yǔ)寫作教學(xué)中的運(yùn)用[J];佳木斯教育學(xué)院學(xué)報(bào);2012年02期
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