發(fā)布時(shí)間：2021-11-17 13:55

　　生態(tài)課堂作為一種新的教育追求,旨在將學(xué)生、教師、學(xué)習(xí)環(huán)境、學(xué)習(xí)資源、學(xué)習(xí)活動(dòng)以及學(xué)習(xí)評(píng)價(jià)作為一個(gè)整體化的生態(tài)教學(xué)系統(tǒng),并且建立一種具有協(xié)變性、整體性、開放性以及可持續(xù)性的教學(xué)模式。英語(yǔ)閱讀是一種重要的輸入型技能,能幫助高中英語(yǔ)學(xué)習(xí)者從書面語(yǔ)中獲取信息和語(yǔ)言知識(shí),并且培養(yǎng)他們的情感態(tài)度以及批判性思維能力。本研究旨在以生態(tài)課堂為理念,探究英語(yǔ)閱讀生態(tài)課堂教學(xué)模式如何有效提高高中生的閱讀能力�；诳凳缑簦�2012）的“基于生態(tài)觀的外語(yǔ)教學(xué)設(shè)計(jì)框架”以及劉長(zhǎng)江（2013）的共建式課堂生態(tài)結(jié)構(gòu),作者嘗試提出英語(yǔ)閱讀生態(tài)課堂教學(xué)模式并將其運(yùn)用于本教學(xué)研究。本研究旨在探究踐行英語(yǔ)閱讀生態(tài)課堂是否有助于提高高中生的閱讀能力。研究對(duì)象為南京市某重點(diǎn)中學(xué)高三（9）班（實(shí)驗(yàn)班）的48名學(xué)生和高三（7）班（對(duì)照班）的45名學(xué)生。本研究旨在探討以下問題:1)英語(yǔ)閱讀生態(tài)課堂教學(xué)模式對(duì)高中英語(yǔ)學(xué)習(xí)者的閱讀能力有何影響?2)英語(yǔ)閱讀生態(tài)課堂教學(xué)模式將會(huì)影響哪種或者哪些具體的閱讀能力?3)如何優(yōu)化英語(yǔ)閱讀生態(tài)課堂?圍繞以上問題,本研究采用了包括前測(cè)、后測(cè)、問卷、課堂觀察、以及訪談等研究工具獲取信息和數(shù)據(jù)。在數(shù)據(jù)分析和... 

【文章來(lái)源】：南京師范大學(xué)江蘇省 211工程院校

【文章頁(yè)數(shù)】：111 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
Chapter One Introduction
    1.1 Research Background
        1.1.1 Issues of Reading Instruction in Senior High School
        1.1.2 The Significance of Educational Ecology and Ecological Classroom
        1.1.3 The Requirements of the Curriculum Standard for Senior High School English
    1.2 Significance of the Study
    1.3 Purpose of the Study
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Educational Ecology
    2.2 Ecological Classroom
        2.2.1 Definition of Ecological Classroom
        2.2.2 Characteristics of Ecological Classroom
        2.2.3 Structures and Functions of Ecological Classroom
        2.2.4 Research on Ecological Classroom Abroad
        2.2.5 Research on Ecological Classroom at Home
        2.2.6 Research on Ecological Classroom of Foreign Language
        2.2.7 Summary
    2.3 Reading Competence
        2.3.1 Definition of Reading Competence
        2.3.2 Components of Reading Competence
        2.3.3 Research on Reading Competence Abroad
        2.3.4 Research on Reading Competence at Home
        2.3.5 Summary
Chapter Three Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Tests
        3.3.3 Classroom Observations
        3.3.4 Interviews
    3.4 Procedures
        3.4.1 Phase 1:Preparation Stage
        3.4.2 Phase 2: Teaching Experiment Stage
        3.4.3 Phase 3:Conclusion Stage
    3.5 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Effectiveness of Ecological Reading Classroom Model in Enhancing Students' ReadingCompetence
        4.1.1 Overall Results of Pre-test Comparison between EC and CC
        4.1.2 Overall Results of Post-test Comparison between EC and CC
        4.1.3 Comparison of Results between Pre-test and Post-test of EC and CC
    4.2 Influence of Ecological Reading Classroom Model on Specific Reading Competences
    4.3 Optimization of Ecological English Reading Classroom Model
        4.3.1 Building Tighter Teacher-Student Bond after Class
        4.3.2 Creating Changeable Ecological Classroom Environment
        4.3.3 Utilizing Adapted Native and Multimedia Teaching Materials
        4.3.4 Implementing Critical Thinking Reading Activities
        4.3.5 Providing Feedback on Developmental Reading Assessment
    4.4 Analysis of Questionnaire and Classroom Observation Results
        4.4.1 Students' Attitudes, Motivations and Difficulties of Reading
        4.4.2 Students' Attitudes to Reading Teaching and Teacher' Role
        4.4.3 Students' Attitudes towards Reading Learning and Their Role
        4.4.4 Students' Attitudes towards Classroom Environment in Class
        4.4.5 Students' Attitudes towards Teacher-student Relationship
        4.4.6 Students' Attitudes towards Reading Assessment in Class
        4.4.7 Students' Expectation of Reading Class
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications for Pedagogy
    5.3 Limitations and Suggestions
References
Appendix Ⅰ 南京市某重點(diǎn)中學(xué)高三年級(jí)英語(yǔ)閱讀課堂調(diào)查問卷
Appendix Ⅱ 南京市2018屆高三年級(jí)學(xué)情調(diào)研考試
Appendix Ⅲ 南京市某重點(diǎn)中學(xué)2017-2018學(xué)年第一學(xué)期高三年級(jí)期中考試英語(yǔ)試卷
Appendix Ⅳ Ecological Reading Classroom Observation Form
Appendix Ⅴ Supplementary Reading Material for Ecological Reading Class
Appendix Ⅵ Evaluation Forms of Reading Lesson of Module 10 Unit 2
Acknowledgements
在讀期間發(fā)表的學(xué)術(shù)論文及研究成果


【參考文獻(xiàn)】：
期刊論文
[1]教育生態(tài)學(xué)視域下互動(dòng)式教學(xué)實(shí)證研究——以《大學(xué)英語(yǔ)》為例[J]. 袁芳.  湖南工業(yè)大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版). 2016(04)
[2]生態(tài)課堂的實(shí)踐框架與創(chuàng)新策略[J]. 劉貴華,張偉.  課程.教材.教法. 2016(07)
[3]教育生態(tài)學(xué)視角下英語(yǔ)課堂教學(xué)的形成性評(píng)估研究[J]. 劉向輝.  教學(xué)與管理. 2016(18)
[4]構(gòu)建生態(tài)化大學(xué)英語(yǔ)課堂的實(shí)證性研究[J]. 程宇敏.  考試周刊. 2016(18)
[5]國(guó)外課堂生態(tài)研究綜述[J]. 田靜.  教育教學(xué)論壇. 2015(35)
[6]英語(yǔ)閱讀生態(tài)課堂的內(nèi)涵構(gòu)建[J]. 張玲.  濟(jì)南職業(yè)學(xué)院學(xué)報(bào). 2015(01)
[7]高中英語(yǔ)批判性閱讀教學(xué)設(shè)計(jì)案例研究[J]. 卓張眾.  福建基礎(chǔ)教育研究. 2015(01)
[8]教育生態(tài)環(huán)境下分層次遞進(jìn)式大學(xué)英語(yǔ)教學(xué)模式探索——以上海理工大學(xué)為例[J]. 劉芹.  外語(yǔ)界. 2013(05)
[9]教育生態(tài)視域下的外語(yǔ)教學(xué)設(shè)計(jì)[J]. 康淑敏.  外語(yǔ)界. 2012(05)
[10]基于特征的生態(tài)英語(yǔ)教學(xué)效率評(píng)價(jià)方法探究[J]. 杜鵑,于洋.  外語(yǔ)學(xué)刊. 2012(05)

博士論文
[1]信息化語(yǔ)境下大學(xué)英語(yǔ)課堂生態(tài)的失衡與重構(gòu)[D]. 劉長(zhǎng)江.上海外國(guó)語(yǔ)大學(xué) 2013

碩士論文
[1]教育生態(tài)學(xué)視域下大學(xué)英語(yǔ)生態(tài)課堂的優(yōu)化策略研究[D]. 肖筱.長(zhǎng)江大學(xué) 2016
[2]高中英語(yǔ)課堂生態(tài)研究[D]. 劉雨霖.西南大學(xué) 2013
[3]生態(tài)視角下課堂內(nèi)涵及構(gòu)建研究[D]. 彭勝生.上海師范大學(xué) 2009



本文編號(hào)：3501053