本論文對(duì)基于圖式理論的一節(jié)高中英語(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)于高中英語(yǔ)閱讀教學(xué)的啟示。 此次教學(xué)設(shè)計(jì)的對(duì)象是南開(kāi)區(qū)一所中學(xué)高中二年級(jí)某一班的學(xué)生。在這次研究中,本班學(xué)生需要填寫(xiě)一份問(wèn)卷幫助筆者對(duì)學(xué)生閱讀水平進(jìn)行分析。另外,在教學(xué)過(guò)程中,本班的英語(yǔ)老師會(huì)作為觀察者來(lái)記錄學(xué)生的課堂行為。 此次研究的過(guò)程如下：首先,筆者在教學(xué)設(shè)計(jì)模式的指導(dǎo)下,基于圖式理論設(shè)計(jì)了一節(jié)關(guān)于英語(yǔ)閱讀課程的教學(xué)設(shè)計(jì)。然后,筆者將教學(xué)設(shè)計(jì)運(yùn)用于目標(biāo)班級(jí)來(lái)檢驗(yàn)教學(xué)設(shè)計(jì)的效果。隨后,筆者對(duì)教學(xué)過(guò)程進(jìn)行了評(píng)價(jià),同時(shí)通過(guò)觀察者的反饋,課堂錄音進(jìn)行了自我反思。結(jié)果表明,學(xué)生能主動(dòng)參與活動(dòng)來(lái)表達(dá)自己情感。另外,圖表形式的活動(dòng)對(duì)閱讀理解有積極的影響。通過(guò)這堂課的學(xué)習(xí),學(xué)生也學(xué)得了一些閱讀策略。

【文章頁(yè)數(shù)】：77 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 The Significance of the Study
        1.1.3 The Research Questions of the Study
    1.2 Background of the Study
    1.3 Overview of the Thesis
Chapter 2 Literature Review
    2.1 Schema Theory
        2.1.1 Definition of Schema
        2.1.2 Types of Schema
    2.2 Reading Theory
        2.2.1 Definition of Reading
        2.2.2 Three Reading Models
    2.3 Schema Theory and Reading Comprehension
        2.3.1 Inferences in Reading Comprehension
        2.3.2 Activate and Build the Schema
        2.3.3 Research about Schema Theory in Reading
Chapter 3 Instructional Design
    3.1 Theory of Instructional Design
    3.2 Instructional Elements Analysis
        3.2.1 Preparation of Instructional Design
        3.2.2 Data Analysis
        3.2.3 Analysis of Instructional Objectives
        3.2.4 Analysis of Instructional Content
        3.2.5 Design of Instructional Strategy
        3.2.6 Design of Instructional Technology
        3.2.7 Design of Instructional Evaluation and Reflection
Chapter 4 The Instructional Design of Module 3 in Student's Book 6
    4.1 The Teaching Procedure of Roy's Story
    4.2 Explanation of the Teaching Procedure
    4.3 Evaluation and Reflection of the Instructional Design
        4.3.1 Evaluation of the Instructional Design
        4.3.2 Reflection of the Instructional Design
Chapter 5 Conclusion
    5.1 Results of the Study
    5.2 Implications for Reading Teaching Based on Schema Theory
    5.3 Limitations of the Study
References
Appendix Questionnaire



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