主題意義探究教學設(shè)計在小學英語閱讀中的效應分析
發(fā)布時間：2023-02-18 16:00
近年來,隨著英語課程的改革,培養(yǎng)學生核心素養(yǎng)的目標成為小學英語教學的指引。閱讀教學作為小學英語教學的重要內(nèi)容,培養(yǎng)學生的閱讀素養(yǎng)和核心素養(yǎng)也成為小學英語閱讀教學的目標。對許多教師而言,傳統(tǒng)的英語閱讀教學設(shè)計對提升學生閱讀素養(yǎng)和核心素養(yǎng)效果似乎不甚理想,但如何充分利用英語教材中的閱讀語篇,并結(jié)合語篇展開有效的教學設(shè)計以促進學生閱讀素養(yǎng)和核心素養(yǎng)發(fā)展的具體做法并不清晰。因此,本研究旨在探討如何展開閱讀教學設(shè)計以幫助教師有效提高閱讀課堂效率,從而達成發(fā)展學生閱讀素養(yǎng)和核心素養(yǎng)目標。本文主要分析討論主題意義探究教學設(shè)計在小學英語閱讀教學中的效應。通過實驗法,課堂觀察,訪談法和案例研究等方法,發(fā)現(xiàn)基于主題意義探究的小學英語閱讀教學設(shè)計在實際教學中的效果以及其與傳統(tǒng)閱讀教學設(shè)計效果的差異。通過在兩個班級的實驗,收集并分析相關(guān)數(shù)據(jù),研究發(fā)現(xiàn)主題意義探究的小學英語閱讀教學設(shè)計能夠幫助教師有效提高學生的閱讀能力,并且該教學設(shè)計與傳統(tǒng)教學設(shè)計相比能更有助于發(fā)展學生的閱讀素養(yǎng)和核心素養(yǎng),因此,基于主題意義探究的閱讀教學設(shè)計與傳統(tǒng)閱讀教學設(shè)計相比有明顯優(yōu)勢。通過主題意義探究設(shè)計的教學研究,教師也能夠結(jié)合具體建...
【文章頁數(shù)】：70 頁
【學位級別】：碩士
【文章目錄】：
摘要
Abstract
Chapter One Introduction
1.1 English Curriculum Standards
1.2 Design on English Reading Teaching in Primary Schools
1.3 Thematic Meaning Exploratiion Design
1.4 Research Purpose and Significance
1.5 Research Questions
1.6 Research Hypothesis
Chapter Two Literature Review
2.1 Constructivism Learning Theory
2.2 Researches on English Reading Teaching
2.3 Constructivism Learning Theory and Reading Teaching Design
Chapter Three Research Design
3.1 Research Subjects
3.2 Experimental Methods
3.3 Design Case Study
Chapter Four Results of the Experiment and Analysis
4.1 Reading Tests Before and After the Experiment
4.2 Results and Analysis of the Class Observation
4.3 Results and Analysis of the Interview
4.4 Results and Analysis of the Two Groups of Design Case Study
4.5 Reasons of the Problems of the Traditional Designs
4.6 Necessity to Optimize the Reading Teaching Design
Chapter Five Conclusions
5.1 Major Findings
5.2 Limitations of the Research
5.3 Suggestions for Future Research
Bibliography
Acknowledgements
Appendix
Appendix A:2018-2019 學年度下學期質(zhì)量考查評價卷四年級英語
Appendix B:2019-2020 學年度上學期質(zhì)量考查評價卷五年級英語
Appendix C:實驗班和控制班閱讀測試前測與后測成績
Appendix D:Class Observation Table
Appendix E:Interview to Teachers
Appendix F: A Design Case Based on Thematic Meaning Exploration
本文編號：3745273
【文章頁數(shù)】：70 頁
【學位級別】：碩士
【文章目錄】：
摘要
Abstract
Chapter One Introduction
1.1 English Curriculum Standards
1.2 Design on English Reading Teaching in Primary Schools
1.3 Thematic Meaning Exploratiion Design
1.4 Research Purpose and Significance
1.5 Research Questions
1.6 Research Hypothesis
Chapter Two Literature Review
2.1 Constructivism Learning Theory
2.2 Researches on English Reading Teaching
2.3 Constructivism Learning Theory and Reading Teaching Design
Chapter Three Research Design
3.1 Research Subjects
3.2 Experimental Methods
3.3 Design Case Study
Chapter Four Results of the Experiment and Analysis
4.1 Reading Tests Before and After the Experiment
4.2 Results and Analysis of the Class Observation
4.3 Results and Analysis of the Interview
4.4 Results and Analysis of the Two Groups of Design Case Study
4.5 Reasons of the Problems of the Traditional Designs
4.6 Necessity to Optimize the Reading Teaching Design
Chapter Five Conclusions
5.1 Major Findings
5.2 Limitations of the Research
5.3 Suggestions for Future Research
Bibliography
Acknowledgements
Appendix
Appendix A:2018-2019 學年度下學期質(zhì)量考查評價卷四年級英語
Appendix B:2019-2020 學年度上學期質(zhì)量考查評價卷五年級英語
Appendix C:實驗班和控制班閱讀測試前測與后測成績
Appendix D:Class Observation Table
Appendix E:Interview to Teachers
Appendix F: A Design Case Based on Thematic Meaning Exploration
本文編號：3745273
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