這篇論文對(duì)基于圖式理論的一節(jié)初中英語(yǔ)閱讀課程的教學(xué)設(shè)計(jì)進(jìn)行案例分析,試圖得出一些關(guān)于初中英語(yǔ)閱讀教學(xué)的啟示。此次教學(xué)設(shè)計(jì)的對(duì)象是天津市和平區(qū)一所重點(diǎn)學(xué)校初一年級(jí)的某一個(gè)班級(jí)的學(xué)生,論文的作者是這個(gè)班級(jí)的英語(yǔ)教師。此次研究的過(guò)程如下：首先,筆者在教學(xué)設(shè)計(jì)方法的指導(dǎo)下,以圖式理論為基礎(chǔ),進(jìn)行了一節(jié)英語(yǔ)閱讀課程的教學(xué)設(shè)計(jì)。隨后,筆者將教學(xué)設(shè)計(jì)實(shí)際應(yīng)用于自己所帶班級(jí),以便檢驗(yàn)教學(xué)設(shè)計(jì)的應(yīng)用情況。筆者通過(guò)自我反思、課堂觀察和對(duì)本班學(xué)生進(jìn)行訪談的方式分析了這堂課對(duì)學(xué)生產(chǎn)生的影響。結(jié)果表明,這堂閱讀課對(duì)學(xué)生的閱讀學(xué)習(xí)有積極的影響。在課堂上,學(xué)生比以往更加活躍。對(duì)于英語(yǔ)閱讀顯示出極大的興趣。此外,學(xué)生們認(rèn)為這堂課對(duì)他們幫助很大,明白了閱讀中應(yīng)怎樣做。通過(guò)這堂課的學(xué)習(xí),學(xué)生們也收獲了一些適合初一年級(jí)學(xué)生的閱讀方法。 

【文章來(lái)源】：天津師范大學(xué)天津市

【文章頁(yè)數(shù)】：85 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Acknowledgements
Chapter 1 Introduction
    1.1 Purpose and Significance of the Study
        1.1.1 Purpose of the Study
        1.1.2 Questions of the Study
        1.1.3 The Significance of the Study
            1.1.3.1 Theoretical Significance of the Study
            1.1.3.2 Practical Significance of the Study
    1.2 Background of the Study
    1.3 Overview of the Thesis
Chapter 2 Literature Review
    2.1 Research about Schema Theory
        2.1.1 Definition of Schema
        2.1.2 Classification of Schema
    2.2 Research about Reading
        2.2.1 Definition of Reading
        2.2.2 Three Reading Models
            2.2.2.1 Bottom-up Model
            2.2.2.2 Top-down Model
            2.2.2.3 Interactive Model
        2.2.3 The Relationship between Schema Theory and Reading
            2.2.3.1 Schema and Reading Comprehension
            2.2.3.2 Activation of Schema
            2.2.3.3 The Practical Operations of Schema Reading Instruction
    2.3 Research about Instructional Design
        2.3.1 Definition of Instructional Design
        2.3.2 The Pattern of Instructional Design
    2.4 Previous Researches Home and Aboard
        2.4.1 Previous Researches about Schema Theory and Reading Teaching
        2.4.2 Previous Researches about Instructional Design
Chapter 3 Instructional Elements Analysis
    3.1 Preparation of Instructional Design
        3.1.1 Participants
        3.1.2 Instruments
        3.1.3 Data Collection
    3.2 Data Analysis
        3.2.1 Analysis of Learners
            3.2.1.1 Learners' Basic Condition
            3.2.1.2 Learners' Emotion and Attitude
            3.2.1.3 Learners' Cognitive Style
    3.3 Need Analysis
        3.3.1 Learners' Existing Knowledge Levels of Reading Comprehension
        3.3.2 The Demand of New Curriculum Standard for the Seventh Grade Students
        3.3.3 Analysis of Instructional Objectives
    3.4 Analysis of Instructional Content
        3.4.1 Selecting Teaching Material
        3.4.2 Analysis of Important and Difficult Points
        3.4.3 Arrangement and Adaption of Teaching Material
    3.5 Design of Instructional Strategy
    3.6 Design of Instructional Technology
    3.7 Design of Instructional Evaluation and Reflection
Chapter 4 The Instructional Design of One Unit in Grade Seven
    4.1 The Whole Teaching Procedure
    4.2 Explanation of the Instruction Design
    4.3 Evaluation and Reflection of the Class Design
        4.3.1 Evaluation of the Class Design
            4.3.1.1 Evaluation of Advisor
            4.3.1.2 Evaluation Scale
        4.3.2 Reflection of the Class Design
        4.3.3 Modification of the Instructional Design
Chapter 5 Conclusion
    5.1 Results of the Study
    5.2 Implications for Reading Teachng
    5.3 Limitation of the Study
References
Appendix


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期刊論文
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