【摘要】：閱讀教學(xué)是高中英語(yǔ)教學(xué)的重要組成部分,高中新課程標(biāo)準(zhǔn)強(qiáng)調(diào)了英語(yǔ)閱讀能力培養(yǎng)的重要性,但目前的英語(yǔ)閱讀教學(xué)現(xiàn)狀仍存在不足之處。如:缺乏興趣動(dòng)力,缺乏詞匯知識(shí),缺乏背景知識(shí),缺乏閱讀技巧等。在以學(xué)生為中心的課堂教學(xué)模式下,教師應(yīng)該積極探索,在閱讀課上指導(dǎo)學(xué)生進(jìn)行閱讀并幫助他們積極地加入教學(xué)活動(dòng)中。作為外語(yǔ)教學(xué)的理論之一,支架式教學(xué)的理論在課堂教學(xué)實(shí)踐中得到了高度地關(guān)注。支架式教學(xué)模式是支架理論在教學(xué)領(lǐng)域中的具體運(yùn)用,它源于維果茨基的“最近發(fā)展區(qū)”理論,充分考慮了學(xué)生的個(gè)體差異性,是通過(guò)為學(xué)生搭建一套恰當(dāng)?shù)妮o助框架,借助具體語(yǔ)言情景,幫助學(xué)生完成學(xué)習(xí)任務(wù),實(shí)現(xiàn)對(duì)知識(shí)意義的建構(gòu)。在完成學(xué)習(xí)任務(wù)同時(shí)能力也得到提高,最后撤掉支架,使學(xué)生自己能夠獨(dú)立地解決問(wèn)題。支架式閱讀教學(xué)模式把閱讀任務(wù)分解成搭建支架、進(jìn)入情境、獨(dú)立探索、合作學(xué)習(xí)、小組評(píng)價(jià)五部分,按照學(xué)生智力和理解能力的“最近發(fā)展區(qū)”,為學(xué)生搭建適時(shí)的“腳手架”,把閱讀過(guò)程中復(fù)雜的任務(wù)加以分解,提高了學(xué)生英語(yǔ)閱讀理解能力,為中職教師組織英語(yǔ)閱讀教學(xué)提供了很好的指導(dǎo)作用。本研究包含三個(gè)研究問(wèn)題:1)支架式教學(xué)法在中職英語(yǔ)閱讀課堂上的應(yīng)用是否能提高學(xué)生的閱讀能力?2)支架式教學(xué)法在中職英語(yǔ)閱讀課堂上的應(yīng)用是否影響學(xué)生的閱讀策略?3)學(xué)生對(duì)閱讀課上的支架式教學(xué)法有什么樣的反饋?.筆者從金昌市職業(yè)學(xué)校選取二年級(jí)的兩個(gè)平行班作為研究對(duì)象,分別作為實(shí)驗(yàn)班和控制班。教學(xué)實(shí)驗(yàn)從2013年9月開(kāi)始,到2014年1月結(jié)束,為期四個(gè)月。筆者借助測(cè)試、問(wèn)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,以研究基于支架理論的教學(xué)法在中職英語(yǔ)閱讀課堂上的可行性。實(shí)驗(yàn)研究表明:支架式教學(xué)法可以讓學(xué)生在自由輕松的環(huán)境下提高英語(yǔ)學(xué)習(xí)興趣,它改善了學(xué)生閱讀方面的技能,培養(yǎng)了學(xué)生自主運(yùn)用語(yǔ)言的能力,是一種受學(xué)生歡迎的教學(xué)方法。
[Abstract]:Reading teaching is an important part of English teaching in senior high school. The new curriculum standard of senior high school emphasizes the importance of training English reading ability, but the present situation of English reading teaching still has some shortcomings. For example: lack of interest motivation, lack of vocabulary knowledge, lack of background knowledge, lack of reading skills. In the student-centered classroom teaching mode, teachers should actively explore, guide students to read in reading class and help them to actively participate in teaching activities. As one of the theories of foreign language teaching, the theory of scaffolding teaching has been highly concerned in classroom teaching practice. The scaffold teaching model is the concrete application of the scaffold theory in the teaching field. It originates from Vygotsky's theory of "the proximal development zone" and fully considers the individual difference of the students. It is through the establishment of a suitable auxiliary framework for the students. With the help of specific language situations, help students to complete their learning tasks, to achieve the construction of the meaning of knowledge. At the same time, the ability of learning task is improved. Finally, the scaffold is removed so that students can solve problems independently. The scaffolding reading teaching model decomposes the reading task into five parts: the scaffolding, the situation, the independent exploration, the cooperative learning and the group evaluation, according to the "proximal development area" of the students' intelligence and comprehension ability. The scaffolding is set up for the students, which decomposes the complicated tasks in the reading process, improves the students' reading comprehension ability, and provides a good guidance for the teachers in the secondary vocational school to organize the English reading teaching. This study contains three questions: 1) can the application of the scaffolding approach in the secondary vocational English reading class improve the students' reading ability? 2) does the application of scaffolding teaching method in secondary vocational English reading classroom affect students' reading strategies? 3) what kind of feedback does the student have on the scaffolding teaching method in reading class? . The author selects two parallel classes of grade two from Jinchang Vocational School as the object of study, respectively as the experimental class and the control class. The teaching experiment began in September 2013 and ended in January 2014 for four months. The author collects the experimental data by means of tests, questionnaires and interviews, and analyzes the data through the SPSS statistical software, in order to study the feasibility of the teaching method based on the scaffolding theory in the secondary vocational English reading class. Experimental research shows that the scaffolding teaching method can increase students' interest in English learning in a free and relaxed environment. It improves students' reading skills and fosters students' ability to use language autonomously. It is a popular teaching method for students.
【學(xué)位授予單位】：西北師范大學(xué)
【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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