基于“生態(tài)課堂”的高中英語閱讀教學實證研究
發(fā)布時間：2021-11-17 13:55
生態(tài)課堂作為一種新的教育追求,旨在將學生、教師、學習環(huán)境、學習資源、學習活動以及學習評價作為一個整體化的生態(tài)教學系統(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)性的教學模式。英語閱讀是一種重要的輸入型技能,能幫助高中英語學習者從書面語中獲取信息和語言知識,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,探究英語閱讀生態(tài)課堂教學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)觀的外語教學設(shè)計框架”以及劉長江（2013）的共建式課堂生態(tài)結(jié)構(gòu),作者嘗試提出英語閱讀生態(tài)課堂教學模式并將其運用于本教學研究。本研究旨在探究踐行英語閱讀生態(tài)課堂是否有助于提高高中生的閱讀能力。研究對象為南京市某重點中學高三（9）班（實驗班）的48名學生和高三（7）班（對照班）的45名學生。本研究旨在探討以下問題:1)英語閱讀生態(tài)課堂教學模式對高中英語學習者的閱讀能力有何影響?2)英語閱讀生態(tài)課堂教學模式將會影響哪種或者哪些具體的閱讀能力?3)如何優(yōu)化英語閱讀生態(tài)課堂?圍繞以上問題,本研究采用了包括前測、后測、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...
【文章來源】：南京師范大學江蘇省 211工程院校
【文章頁數(shù)】：111 頁
【學位級別】：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 南京市某重點中學高三年級英語閱讀課堂調(diào)查問卷
Appendix Ⅱ 南京市2018屆高三年級學情調(diào)研考試
Appendix Ⅲ 南京市某重點中學2017-2018學年第一學期高三年級期中考試英語試卷
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)表的學術(shù)論文及研究成果
【參考文獻】：
期刊論文
[1]教育生態(tài)學視域下互動式教學實證研究——以《大學英語》為例[J]. 袁芳. 湖南工業(yè)大學學報(社會科學版). 2016(04)
[2]生態(tài)課堂的實踐框架與創(chuàng)新策略[J]. 劉貴華,張偉. 課程.教材.教法. 2016(07)
[3]教育生態(tài)學視角下英語課堂教學的形成性評估研究[J]. 劉向輝. 教學與管理. 2016(18)
[4]構(gòu)建生態(tài)化大學英語課堂的實證性研究[J]. 程宇敏. 考試周刊. 2016(18)
[5]國外課堂生態(tài)研究綜述[J]. 田靜. 教育教學論壇. 2015(35)
[6]英語閱讀生態(tài)課堂的內(nèi)涵構(gòu)建[J]. 張玲. 濟南職業(yè)學院學報. 2015(01)
[7]高中英語批判性閱讀教學設(shè)計案例研究[J]. 卓張眾. 福建基礎(chǔ)教育研究. 2015(01)
[8]教育生態(tài)環(huán)境下分層次遞進式大學英語教學模式探索——以上海理工大學為例[J]. 劉芹. 外語界. 2013(05)
[9]教育生態(tài)視域下的外語教學設(shè)計[J]. 康淑敏. 外語界. 2012(05)
[10]基于特征的生態(tài)英語教學效率評價方法探究[J]. 杜鵑,于洋. 外語學刊. 2012(05)
博士論文
[1]信息化語境下大學英語課堂生態(tài)的失衡與重構(gòu)[D]. 劉長江.上海外國語大學 2013
碩士論文
[1]教育生態(tài)學視域下大學英語生態(tài)課堂的優(yōu)化策略研究[D]. 肖筱.長江大學 2016
[2]高中英語課堂生態(tài)研究[D]. 劉雨霖.西南大學 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 2009
本文編號：3501053
【文章來源】：南京師范大學江蘇省 211工程院校
【文章頁數(shù)】：111 頁
【學位級別】：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 南京市某重點中學高三年級英語閱讀課堂調(diào)查問卷
Appendix Ⅱ 南京市2018屆高三年級學情調(diào)研考試
Appendix Ⅲ 南京市某重點中學2017-2018學年第一學期高三年級期中考試英語試卷
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)表的學術(shù)論文及研究成果
【參考文獻】：
期刊論文
[1]教育生態(tài)學視域下互動式教學實證研究——以《大學英語》為例[J]. 袁芳. 湖南工業(yè)大學學報(社會科學版). 2016(04)
[2]生態(tài)課堂的實踐框架與創(chuàng)新策略[J]. 劉貴華,張偉. 課程.教材.教法. 2016(07)
[3]教育生態(tài)學視角下英語課堂教學的形成性評估研究[J]. 劉向輝. 教學與管理. 2016(18)
[4]構(gòu)建生態(tài)化大學英語課堂的實證性研究[J]. 程宇敏. 考試周刊. 2016(18)
[5]國外課堂生態(tài)研究綜述[J]. 田靜. 教育教學論壇. 2015(35)
[6]英語閱讀生態(tài)課堂的內(nèi)涵構(gòu)建[J]. 張玲. 濟南職業(yè)學院學報. 2015(01)
[7]高中英語批判性閱讀教學設(shè)計案例研究[J]. 卓張眾. 福建基礎(chǔ)教育研究. 2015(01)
[8]教育生態(tài)環(huán)境下分層次遞進式大學英語教學模式探索——以上海理工大學為例[J]. 劉芹. 外語界. 2013(05)
[9]教育生態(tài)視域下的外語教學設(shè)計[J]. 康淑敏. 外語界. 2012(05)
[10]基于特征的生態(tài)英語教學效率評價方法探究[J]. 杜鵑,于洋. 外語學刊. 2012(05)
博士論文
[1]信息化語境下大學英語課堂生態(tài)的失衡與重構(gòu)[D]. 劉長江.上海外國語大學 2013
碩士論文
[1]教育生態(tài)學視域下大學英語生態(tài)課堂的優(yōu)化策略研究[D]. 肖筱.長江大學 2016
[2]高中英語課堂生態(tài)研究[D]. 劉雨霖.西南大學 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 2009
本文編號：3501053
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