閱讀不僅是一種重要的外語學(xué)習(xí)手段,也是外語教學(xué)的重要目標(biāo)之一。因此在整個高中英語教學(xué)中英語閱讀占據(jù)很大比重,盡管教和學(xué)雙方都對閱讀極為重視,然而閱讀教學(xué)效果卻不太理想。教師通常先講解單詞,接著重難點句子再到篇章閱讀;注重知識點的講解,訓(xùn)練學(xué)生的語言知識,往往忽視了對學(xué)生閱讀興趣和閱讀能力的培養(yǎng),導(dǎo)致學(xué)生被動地完成教師給的閱讀任務(wù),閱讀興趣缺失,閱讀能力也得不到提高。這是由于當(dāng)前高中英語閱讀教學(xué)模式的單一性和可預(yù)見性造成的,鑒于此現(xiàn)象,本文將E（Engage）-S（Study）-A（Activate）教學(xué)模式運用于高中英語閱讀教學(xué),以期對高中生英語閱讀有所幫助。英國教育家哈默（1998）在其著作《How to Teach English》中首次提出了ESA教學(xué)模式,指出英語課堂教學(xué)有三個最基本的要素:投入（Engage）,學(xué)習(xí)（Study）,運用（Activate）三要素。同時,他還解釋了ESA教學(xué)模式優(yōu)于其他教學(xué)模式的原因:閱讀教學(xué)模式的靈活多變性。通過對投入、學(xué)習(xí)、運用這三個最基本要素之間順序的巧妙變換組合而成的三種不同的課型:直線型、反彈型和雜拼型。即教師在教學(xué)中不拘泥于傳統(tǒng)教學(xué)模... 

【文章來源】：五邑大學(xué)廣東省

【文章頁數(shù)】：98 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract (Chinese)
Abstract (English)
List of abbreviations
Chapter One Introduction
    1.1 Research background
    1.2 Purpose of the research
    1.3 Research significance
        1.3.1 Theoretical significance
        1.3.2 Practical significance
    1.4 Organization of the thesis
Chapter Two Literature Review
    2.1 Introduction to ESA teaching model
        2.1.1 Three elements of ESA teaching model
        2.1.2 Three types of lesson sequences of ESA teaching model
        2.1.3 The main characteristics of ESA teaching model
    2.2 Researches on ESA teaching model abroad and at home
        2.2.1 Researches on ESA teaching model abroad
        2.2.2 Researches on ESA teaching model at home
Chapter Three Theoretical Basis
    3.1 Schema theory
    3.2 Learning theory of constructivism
    3.3 Bruner’ s cognitive discovery learning theory
Chapter Four Research Design and Methodology
    4.1 Research questions
    4.2 Research subjects
    4.3 Research design
    4.4 Research instruments
        4.4.1 Questionnaires
        4.4.2 Tests
        4.4.3 Interviews
    4.5 Research procedures
        4.5.1 Research plan
        4.5.2 Teaching in the control class
        4.5.3 Teaching in the experimental class
    4.6 Data collection
Chapter Five Data Analysis and Discussion
    5.1 Analysis of the pre-test and post test results
        5.1.1 Results and analysis of pre-test
        5.1.2 Results and analysis of post-test
        5.1.3 Discussion
    5.2 Analysis of questionnaires
        5.2.1 Students’ interest in English reading before experiment
        5.2.2 Students’ interest in English reading after experiment
        5.2.3 Discussion
    5.3 Other feedback about ESA teaching model
        5.3.1 Interview analysis
        5.3.2 Questionnaire about students’ opinions on ESA teaching model
        5.3.3 Discussion
Chapter Six Conclusion
    6.1 Major findings
    6.2 Implications
    6.3 Limitations
    6.4 Suggestions
References
Appendix Ⅰ:Questionnaire
Appendix Ⅱ:Questionnaire
Appendix Ⅲ:Pre-test Paper
Appendix IV:Post-test Paper
Appendix Ⅴ
作者簡歷及攻讀碩士學(xué)位期間取得的研究成果



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