發(fā)布時(shí)間：2021-03-11 16:18

　　提問是課堂教學(xué)的方法之一,但在實(shí)際的課堂教學(xué)中,大多數(shù)的問題都是由教師提出來的,學(xué)生的學(xué)習(xí)自主性并不能得到充分的調(diào)動(dòng),學(xué)習(xí)的效果也就無法達(dá)到最佳;學(xué)生在閱讀的過程中自主提出問題的情況更是罕見。本文研究了初中生自我提問訓(xùn)練對提高英語閱讀理解的影響。為了檢測自我提問策略對提高閱讀理解的影響,作者對部分初中生進(jìn)行了實(shí)證研究。實(shí)驗(yàn)的理論來源包括:自主加工理論、元認(rèn)知理論和圖式理論。作者選取了所任教學(xué)�！靼茶F一中濱河學(xué)校初一年級的兩個(gè)平行班中的學(xué)生進(jìn)行了案例研究。其中,作者所任教班級的48名學(xué)生被分配到實(shí)驗(yàn)組（EG）,另外一個(gè)班的50名學(xué)生則被分到對照組（CG）,由作者在任教學(xué)校的指導(dǎo)老師教授,并全程由作者進(jìn)行課堂觀察與記錄。本研究采用了問卷調(diào)查法,前后測設(shè)計(jì)、課堂觀察、反思自我報(bào)告和訪談等研究方法。只有實(shí)驗(yàn)組學(xué)生才進(jìn)行問卷調(diào)查、自我反饋報(bào)告和訪談。在實(shí)驗(yàn)組學(xué)生接受自我提問訓(xùn)練期間,控制組學(xué)生不受任何干涉,按照傳統(tǒng)教學(xué)法進(jìn)行授課。并同時(shí)對兩組同學(xué)采用相同的前測和后測進(jìn)行測試并比較兩組的測試結(jié)果。實(shí)驗(yàn)結(jié)果表明,自我提問訓(xùn)練組在后期閱讀理解測驗(yàn)上的表現(xiàn)優(yōu)于傳統(tǒng)教學(xué)組。這種閱讀策略的使用確實(shí)能夠通過... 

【文章來源】：陜西師范大學(xué)陜西省 211工程院校 教育部直屬院校

【文章頁數(shù)】：83 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Research Background
    1.2 Purposes and Significance of the Present Study
    1.3 Organization of the Thesis
Chapter 2 Literature Review
    2.1 Theoretical Framework
        2.1.1 Active Processing
        2.1.2 Metacognitive Theory
        2.1.3 Schema Theory
    2.2 Previous Studies on Self-questioning
Chapter 3 Research Design
    3.1 Research Questions of the Study
    3.2 Participants
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Test Materials
        3.3.3 Students' Reflection Reports after Post-test
    3.4 Classroom Observation
    3.5 Interview
    3.6 Procedure
        3.6.1 Administration of the Questionnaire
        3.6.2 Pre-test
        3.6.3 Self-questioning Training
        3.6.4 No intervention for the control group
        3.6.5 Posttest
        3.6.6 Scoring Procedures
    3.7 Data Collection
Chapter 4 Results and Discussion
    4.1 Findings from the Questionnaire
    4.2 Findings from the Tests
        4.2.1 Finding one: the correlation between self-questioning training and questioning ability
        4.2.2 Finding two:the correlation between self-questioning training and reading comprehension
        4.2.3 Finding three:the correlation between questioning ability and reading comprehension
    4.3 Findings from the Students' Self-reflection Report
Chapter 5 Conclusion
    5.1 Major Findings of the Present Study
    5.2 Limitations and Implications for Future Research
    5.3 Implications of the Research for Teaching
References
Appendixes
    Appendix 1:The Questionnaire
    Appendix 2: The Results of the Questionnaire
    Appendix 3:An Outline for the Self-reflection Report
    Appendix 4:A Sample of the Reading Proficiency Pretest Paper
    Appendix 5:A Sample of the Reading Proficiency Posttest Paper
    Appendix 6:A Sample of the Questioning Ability Pretest Paper
    Appendix 7:A Sample of the Questioning Ability Posttest Paper
    Appendix 8:Scores of the Experimental Class and Control Class in the Questioning Ability Test
    Appendix 9:Scores of the Experimental Class and Control Class in the Reading Proficiency Test
    Appendix 10:Samples of Students' Self-reflection Report
Academic Achievements during Master Degree's Acquirement



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