【摘要】：在我們的外語(yǔ)學(xué)習(xí)中,閱讀是幫助我們獲得信息、提高運(yùn)用能力最為重要也是最為關(guān)鍵的渠道之一。因此,高中英語(yǔ)教學(xué)中的一個(gè)及其重要的部分就是閱讀教學(xué)。但是目前高中英語(yǔ)閱讀教學(xué)不容樂(lè)觀。筆者通過(guò)分析問(wèn)卷調(diào)查的結(jié)果,提出了當(dāng)前高中英語(yǔ)教學(xué)在閱讀這個(gè)至關(guān)重要的環(huán)節(jié)中存在著的一些問(wèn)題,為了克服教學(xué)中存在的種種問(wèn)題,我們需要從一個(gè)理論視角來(lái)研究和尋找高中閱讀教學(xué)的最佳方法,通過(guò)理論學(xué)習(xí)和實(shí)踐比較,筆者發(fā)現(xiàn)當(dāng)前高中英語(yǔ)教學(xué)中的一個(gè)相對(duì)比較理想的理論視角就是建構(gòu)主義學(xué)習(xí)理論。本文試圖通過(guò)對(duì)建構(gòu)主義基本理論的闡述,并用平日的教學(xué)實(shí)踐來(lái)證明將這項(xiàng)理論應(yīng)用于高中的英語(yǔ)閱讀教學(xué)切實(shí)可行的。在介紹了選題研究動(dòng)態(tài)和論述了建構(gòu)主義理論的基本觀點(diǎn)之后,筆者介紹了建構(gòu)主義的教學(xué)模式與教學(xué)方法。建構(gòu)主義學(xué)習(xí)理論強(qiáng)調(diào)學(xué)生是英語(yǔ)閱讀教學(xué)中的主體,知識(shí)的主動(dòng)建構(gòu)者也應(yīng)該是學(xué)生,而教師在整個(gè)課堂教學(xué)過(guò)程中,應(yīng)該始終扮演著指導(dǎo)者和組織者的角色。隨后論文著力探討了作為高中一線英語(yǔ)教師,應(yīng)該怎樣在平時(shí)的教學(xué)中將建構(gòu)主義理論應(yīng)用于此。通過(guò)筆者平日教學(xué)中的課例演示逐步剖析出如何在建構(gòu)主義視角下提高高中英語(yǔ)閱讀教學(xué)。例如：教學(xué)目標(biāo)設(shè)計(jì)、合作學(xué)習(xí)、創(chuàng)設(shè)情境、創(chuàng)造性使用教材,完成意義建構(gòu)等。最后,筆者開(kāi)展了為期半學(xué)期的教學(xué)實(shí)驗(yàn),以本人工作的江蘇省一所四星級(jí)高中為例,選取兩個(gè)班級(jí)作為實(shí)驗(yàn)對(duì)象,一個(gè)沿用傳統(tǒng)教學(xué)方法,另一個(gè)則采用以建構(gòu)主義理論為基礎(chǔ)的教學(xué)方法,通過(guò)對(duì)比兩種教學(xué)效果得出有益結(jié)論。研究結(jié)果表明：建構(gòu)主義教學(xué)理論能夠有效提升高中英語(yǔ)教學(xué)閱讀教學(xué)效果,可以在高中英語(yǔ)閱讀教學(xué)中廣泛普及和推廣該種英語(yǔ)教學(xué)理論,不斷提升高中英語(yǔ)閱讀教學(xué)水平。
[Abstract]:In our foreign language learning, reading is one of the most important and key channels to help us obtain information and improve our ability to use. Therefore, one of the most important parts of English teaching in senior high school is reading teaching. But at present, English reading teaching in senior high school is not optimistic. By analyzing the results of the questionnaire, the author puts forward some problems in reading teaching in senior high school, in order to overcome the problems in teaching. We need to study and find the best method of high school reading teaching from a theoretical perspective, through theoretical learning and practical comparison, The author finds that constructivist learning theory is a relatively ideal theoretical perspective in English teaching in senior high school. This paper attempts to expound the basic theory of constructivism and prove that it is feasible to apply this theory to English reading teaching in senior high school. After introducing the research trends and the basic viewpoints of constructivism, the author introduces the teaching mode and method of constructivism. Constructivist learning theory emphasizes that students are the main body of English reading teaching, and the active constructors of knowledge should also be students, while teachers should always play the role of guide and organizer in the whole classroom teaching process. Then the thesis focuses on how to apply constructivism theory to English teachers. This paper analyzes how to improve English reading teaching in senior high school from the perspective of constructivism. For example: teaching goal design, cooperative learning, creation of situation, creative use of teaching materials, completion of meaning construction. Finally, the author carried out a half-semester teaching experiment. Taking a four-star high school in Jiangsu Province as an example, two classes were selected as experimental objects, one of which followed the traditional teaching method. The other is based on the constructivism theory, and draws the beneficial conclusion by comparing the two teaching results. The results show that constructivist teaching theory can effectively improve the teaching effect of English reading in senior high school. It can popularize and popularize this kind of teaching theory in English reading teaching in senior high school and improve the teaching level of English reading in senior high school.
【學(xué)位授予單位】：華中師范大學(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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本文編號(hào)：2292751