閱讀,作為獲取信息的主要工具,是職業(yè)英語教學(xué)的重要組成部分。提高學(xué)生的閱讀能力是職業(yè)英語教育的一個(gè)重要目標(biāo)。因此針對如何才能行之有效的指導(dǎo)學(xué)生提高閱讀能力的教學(xué)研究層出不窮。然而職業(yè)學(xué)校學(xué)生英語閱讀現(xiàn)在仍然令人堪憂,為解決這一問題,本文作者試圖尋找一種有效的教學(xué)方法來應(yīng)用到英語閱讀教學(xué)實(shí)踐中。源于維果茨基的“最近發(fā)展區(qū)”理論,支架式教學(xué)模式是由Jerome Bruner首先提出的教學(xué)策略。教師根據(jù)學(xué)生智力和理解能力的“最近發(fā)展區(qū)”,為學(xué)生搭建合適的支架,幫助學(xué)生完成一些學(xué)生無法獨(dú)立完成的任務(wù)。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,學(xué)生自己能夠獨(dú)立地解決問題,學(xué)生因此也變得獨(dú)立和自信。支架式閱讀教學(xué)模式分為五個(gè)步驟:搭建腳手架、進(jìn)入情境、探索發(fā)現(xiàn)、合作學(xué)習(xí)、形成評價(jià)。這種教學(xué)模式把閱讀過程中復(fù)雜的任務(wù)加以分解,進(jìn)而增強(qiáng)了學(xué)生英語閱讀的興趣和自信,為職業(yè)學(xué)校教師組織英語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)法在職業(yè)英語閱讀課堂上的應(yīng)用是否激發(fā)學(xué)生的閱讀興趣?2)學(xué)生對閱讀課上的支架式教學(xué)法有什么樣的反饋?3)支架式教學(xué)法在職業(yè)英語閱讀課堂上的應(yīng)用是否能...

【文章頁數(shù)】：78 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
List of Tables
Chapter One Introduction
    1.1 Research background
        1.1.1 The importance of English reading
        1.1.2 The problems of reading teaching and learning in vocational schools
    1.2 Research purpose and significance
        1.2.1 Research purpose
        1.2.2 Research significance
    1.3 Thesis structure
Chapter Two Literature Review
    2.1 Researches on reading teaching
        2.1.1 Definition of reading
        2.1.2 Previous Researches on reading
    2.2 Researches on Scaffolding Instruction
        2.2.1 Definition of scaffold instruction
        2.2.2 Previous Researches on Scaffolding Instruction
        2.2.3 Teaching model of scaffolding instruction
        2.2.4 Scaffolding instruction and reading teaching
Chapter Three Theoretical Framework
    3.1 Zone of Proximal Development (ZPD)
    3.2 Interactive Hypothesis
    3.3 Constructivism
Chapter Four Methodology
    4.1 Research questions
    4.2 Subjects
    4.3 Research methods and instruments
        4.3.1 Questionnaire
        4.3.2 Interview
        4.3.3 Pre-test and post-test
        4.3.4 SPSS 19.0
    4.4 Research procedures
        4.4.1 Pre-test and pre-questionnaire
        4.4.2 Experimental stage
        4.4.3 Post-test and post-questionnaire
        4.4.4 Interview
    4.5 Dada collection
    4.6 A sample lesson plan
Chapter Five Data Analysis and Discussion
    5.1 Analysis of the data collected from the questionnaire
        5.1.1 Analysis of the data collected from the pre-questionnaire
        5.1.2 Analysis of the data collected from the post-questionnaire
        5.1.3 Comparison between the pre-questionnaire and post-questionnaire
    5.2 Analysis of the data collected test papers
        5.2.1 Analysis of the data collected from the pre-test
        5.2.2 Analysis of the data collected from the post-test
        5.2.3 Comparison between pre-test and post-test of the two classes
    5.3 Analysis of the interview
Chapter Six Conclusion
    6.1 Findings
    6.2 Implications
    6.3 Limitations
    6.4 suggestions
References
Acknowledgements
Appendix I Questionnaire
Appendix II The Outline of the Interview
Appendix III The Pre-test of Reading Comprehension
Appendix IV The Post-test of Reading Comprehension



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