問(wèn)題式教學(xué)法（PBL）是目前國(guó)際上較流行的一種以解決問(wèn)題為中心的教學(xué)方法。這種模式以問(wèn)題為出發(fā)點(diǎn),教師在教學(xué)過(guò)程中作為指導(dǎo)者,教會(huì)學(xué)生思考和解決問(wèn)題,達(dá)到理解、掌握和應(yīng)用知識(shí)的目的。本文依據(jù)杜威的教育理論,人文主義,建構(gòu)主義理論,和合作學(xué)習(xí)理論為基礎(chǔ),將問(wèn)題式教學(xué)法運(yùn)用到高中英語(yǔ)閱讀教學(xué)。教學(xué)過(guò)程以學(xué)生為中心,符合課程標(biāo)準(zhǔn)。教學(xué)過(guò)程如下:首先,教師選擇合適的閱讀材料,準(zhǔn)備問(wèn)題。其次,學(xué)生獨(dú)立思考,再通過(guò)小組團(tuán)結(jié)協(xié)作,分析問(wèn)題并探討解決方案。討論后,學(xué)生總結(jié)所學(xué)并展示結(jié)果。最后,教師進(jìn)行綜合評(píng)價(jià)。筆者試圖將問(wèn)題式教學(xué)法應(yīng)用于高中閱讀,試圖回答以下兩個(gè)問(wèn)題:1.將問(wèn)題式教學(xué)法（PBL）應(yīng)用于高中英語(yǔ)閱讀教學(xué)后,學(xué)生的英語(yǔ)閱讀成績(jī)是否有提高?2.將問(wèn)題式教學(xué)法（PBL）應(yīng)用于高中英語(yǔ)閱讀教學(xué)后,學(xué)生對(duì)待英語(yǔ)閱讀的態(tài)度是否有積極的改變?筆者在廣州市某高中選用兩個(gè)班,分別為實(shí)驗(yàn)班和對(duì)照班,實(shí)驗(yàn)班50人,對(duì)照班54人。進(jìn)行為期14周的實(shí)驗(yàn)對(duì)比研究,對(duì)實(shí)驗(yàn)班按照步驟實(shí)行問(wèn)題式教學(xué)法（PBL）的閱讀教學(xué),對(duì)照班則實(shí)行傳統(tǒng)的閱讀教學(xué)法。采用測(cè)試（前測(cè),后測(cè)）,問(wèn)卷調(diào)查（問(wèn)卷I,問(wèn)卷II）以及半結(jié)構(gòu)訪談,... 

【文章來(lái)源】：廣州大學(xué)廣東省

【文章頁(yè)數(shù)】：129 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose and Significance of the Research
    1.3 Organization of the Thesis
Chapter Two Literature Review
    2.1 Introduction of PBL
        2.1.1 Definitions of PBL
        2.1.2 Procedures of PBL
        2.1.3 Design of Reading Problems
        2.1.4 Characteristics of PBL
        2.1.5 Advantages of PBL
    2.2 Previous Review of PBL
        2.2.1 Previous Review of PBL at Home
        2.2.2 Previous Review of PBL Abroad
    2.3 The Teaching of English Reading
        2.3.1 Definitions of Reading
        2.3.2 Models of English Reading Teaching
    2.4 The Co-relations between PBL and English Reading
    2.5 Introduction of Attitude
        2.5.1 Definitions of Attitude
        2.5.2 Three Components of Attitude
Chapter Three Theoretical Foundations
    3.1 The Psychology Foundations
        3.1.1 Constructivism
        3.1.2 Humanism
    3.2 The Pedagogy Foundations
        3.2.1 John Dewey's Educational Thought
        3.2.2 Cooperative Learning
    3.3 Summary
Chapter Four Methodology
    4.1 Hypothesis and Research Questions
    4.2 Participants
    4.3 Research Instruments
        4.3.1 Tests
        4.3.2 Questionnaire I
        4.3.3 Questionnaire II
        4.3.4 Semi-structure Interview
    4.4 Research Procedures
        4.4.1 Teaching Procedures of PBL in EC
        4.4.2 Traditional Teaching Procedures in CC
    4.5 Data Collection and Analysis
        4.5.1 SPSS 17.0, Excel 2016
        4.5.2 NVivo 11.0
Chapter Five Results and Discussion
    5.1 Results of Tests
        5.1.1 Results of the Pre-test in EC and CC
        5.1.2 Results of the Pre-test and the Post-test in EC
        5.1.3 Results of the Pre-test and the Post-test in CC
        5.1.4 Results of the Post-test in EC and CC
    5.2 Results of Questionnaires
        5.2.1 Results of Questionnaire I
        5.2.2 Results of Questionnaire II
    5.3 Results of Semi-structure Interview
        5.3.1 Open Coding
        5.3.2 Axial Coding
        5.3.4 Selective Coding
    5.4 Discussion
        5.4.1 Discussion on Students’ Reading Performance
        5.4.2 Discussion on Students’Attitude
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Research
    6.4 Suggestions for Further Research
References
Appendices
    Appendix I Pre-test for EC & CC
    Appendix II Post-test for EC & CC
    Appendix III Questionnaire I for EC & CC
    Appendix IV Questionnaire II for EC & CC
    Appendix V Questions of Semi-structure Interview
    Appendix VI Pre-test Scores & Post-test Scores
    Appendix VII Flesch Reading Ease & Flesch-kincaid Grade Level of Tests
    Appendix VIII A Sample Lesson of PBL
    Appendix IX Records of Semi-structure Interview


【參考文獻(xiàn)】：
期刊論文
[1]問(wèn)題式學(xué)習(xí)（PBL）在初中英語(yǔ)閱讀教學(xué)中的應(yīng)用[J]. 傅華安.  新課程研究(下旬刊). 2016(11)
[2]基于問(wèn)題的學(xué)習(xí)（PBL）在大學(xué)英語(yǔ)閱讀教學(xué)中的應(yīng)用研究[J]. 李?lèi)?ài)萍,張翠萍.  課程教育研究. 2016(04)
[3]PBL教學(xué)法在旅游心理學(xué)教學(xué)中的應(yīng)用[J]. 呂曉玲.  當(dāng)代教育理論與實(shí)踐. 2012(04)
[4]高中英語(yǔ)閱讀教學(xué)現(xiàn)狀分析及教學(xué)策略[J]. 于薔.  延邊教育學(xué)院學(xué)報(bào). 2012(02)
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碩士論文
[1]高中英語(yǔ)語(yǔ)篇分析教學(xué)法與傳統(tǒng)閱讀教學(xué)法的比較研究[D]. 李淑梅.山西師范大學(xué) 2015
[2]農(nóng)村高中學(xué)生對(duì)英語(yǔ)和漢語(yǔ)學(xué)習(xí)態(tài)度與學(xué)習(xí)效果的相關(guān)研究[D]. 鄧凱.華中師范大學(xué) 2013
[3]問(wèn)題式教學(xué)法在高中英語(yǔ)閱讀教學(xué)中的應(yīng)用[D]. 馮芮.重慶師范大學(xué) 2013
[4]問(wèn)題導(dǎo)向式學(xué)習(xí)法（PBL）在大學(xué)英語(yǔ)教學(xué)中的應(yīng)用研究[D]. 汪潔.上海外國(guó)語(yǔ)大學(xué) 2005
[5]網(wǎng)絡(luò)環(huán)境下基于問(wèn)題學(xué)習(xí)（PBL）的教學(xué)設(shè)計(jì)方法的試驗(yàn)研究[D]. 高瑞利.華南師范大學(xué) 2004



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