《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》（2017版）的核心理念是發(fā)展學(xué)生的英語(yǔ)學(xué)科核心素養(yǎng),并倡導(dǎo)教師踐行英語(yǔ)學(xué)習(xí)活動(dòng)觀,以促進(jìn)學(xué)生核心素養(yǎng)的有效形成。閱讀課作為高中英語(yǔ)教學(xué)的主要課型,對(duì)培養(yǎng)學(xué)生的英語(yǔ)學(xué)科核心素養(yǎng)具有重要意義。因此,在閱讀教學(xué)中實(shí)踐英語(yǔ)學(xué)習(xí)活動(dòng)觀顯得尤為重要。目前關(guān)于英語(yǔ)學(xué)習(xí)活動(dòng)觀的研究大多以課例設(shè)計(jì)為主,但關(guān)于英語(yǔ)學(xué)習(xí)活動(dòng)觀在當(dāng)前閱讀教學(xué)中的實(shí)踐情況的調(diào)查研究很少,從而為本文留下了研究空間。本研究采用問(wèn)卷調(diào)查法、課堂觀察法和訪談法三種研究方法,對(duì)成都某高中的英語(yǔ)教師進(jìn)行了調(diào)查研究。研究問(wèn)題如下所示:（1）高中英語(yǔ)教師對(duì)英語(yǔ)學(xué)習(xí)活動(dòng)觀的理解情況如何?（2）英語(yǔ)學(xué)習(xí)活動(dòng)觀在高中英語(yǔ)閱讀教學(xué)中的實(shí)踐現(xiàn)狀如何?（3）不同群體的高中英語(yǔ)教師在實(shí)踐英語(yǔ)學(xué)習(xí)活動(dòng)觀上是否存在群體差異?（4）哪些因素影響教師實(shí)踐英語(yǔ)學(xué)習(xí)活動(dòng)觀?結(jié)果顯示:（1）大部分英語(yǔ)教師對(duì)英語(yǔ)學(xué)習(xí)活動(dòng)觀的理解不夠深入,他們對(duì)英語(yǔ)學(xué)習(xí)活動(dòng)觀的概念認(rèn)識(shí)不清。教師對(duì)英語(yǔ)學(xué)習(xí)活動(dòng)觀的理解還有很大的提升空間。（2）英語(yǔ)學(xué)習(xí)活動(dòng)觀在高中英語(yǔ)閱讀教學(xué)中的實(shí)踐現(xiàn)狀不容樂(lè)觀,從文本解讀的角度看,多數(shù)教師偏重對(duì)文本表層信息的解讀,忽視了對(duì)文本的深... 

【文章來(lái)源】：四川師范大學(xué)四川省

【文章頁(yè)數(shù)】：90 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
    1.3 Thesis Structure
Chapter Two Literature Review
    2.1 The Activity-based Approach
        2.1.1 Definitions of Learning Activity
        2.1.2 Definition of the Activity-based Approach
        2.1.3 Three Interrelated Groups of Activity Proposed by the Activity-based Approach
        2.1.4 Reading Teaching Principles of the Activity-based Approach
    2.2 Theoretical Basis
        2.2.1 Constructivism Learning Theory
        2.2.2 Bloom’s Taxonomy of Educational Objectives
    2.3 Previous Studies on the Activity-based Approach and Reading Teaching
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Classroom Observation
        3.3.3 Interview
    3.4 Research Procedures
    3.5 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Teachers’Understanding of the Activity-based Approach
    4.2 The Current Situation of the Implementation of the Activity-based Approach
        4.2.1 Results and Discussion of Text Interpretation
        4.2.2 Results and Discussion of Teaching Content
        4.2.3 Results and Discussion of Assessment
        4.2.4 Results and Discussion of the Learning Activity
    4.3 Group Differences of the Implementation of the Activity-based Approach in Different Demographic Variables
        4.3.1 Results and Discussion from Gender Dimension
        4.3.2 Results and Discussion from Educational Level Dimension
        4.3.3 Results and Discussion from Positional Title Dimension
        4.3.4 Results and Discussion from Teaching Years Dimension
    4.4 Factors Influencing the Implementation of the Activity-based Approach
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications of the Study
    5.3 Research Limitations
    5.4 Suggestions for Future Research
Bibliography
Appendix
Acknowledgements



本文編號(hào)：3343044