閱讀教學(xué)在英語(yǔ)教學(xué)中占據(jù)著重要的地位。學(xué)生通過(guò)有效的英語(yǔ)閱讀,可以擴(kuò)大知識(shí)面,增加詞匯量,為英語(yǔ)口語(yǔ)交際能力和英語(yǔ)寫作能力打下良好的基礎(chǔ)。《全日制義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)(2011版)》對(duì)初中英語(yǔ)閱讀技能進(jìn)行了分級(jí)定位,明確提出要培養(yǎng)學(xué)生英語(yǔ)綜合運(yùn)用的能力。然而英語(yǔ)閱讀教學(xué)中重語(yǔ)言、輕策略、重應(yīng)試、輕能力的教學(xué)現(xiàn)狀普遍存在,從而導(dǎo)致學(xué)生沒(méi)有形成有效的閱讀策略。鑒于筆者在教學(xué)中發(fā)現(xiàn)不少學(xué)生在閱讀文章時(shí)常僅停留在文章信息查找、記憶語(yǔ)言點(diǎn)這一表層,歸納、概括、推理文章的能力薄弱,缺乏有效的閱讀策略,而教師也沒(méi)有找到有效的閱讀教學(xué)方法。筆者在建構(gòu)主義理論和合作學(xué)習(xí)理論的指導(dǎo)下,開(kāi)展了基于“導(dǎo)學(xué)案”的初中英語(yǔ)閱讀教學(xué)行動(dòng)研究,以探索出一種有效的閱讀教學(xué)方法。并試圖探究以下兩問(wèn)題:第一、“導(dǎo)學(xué)案”的使用將對(duì)培養(yǎng)學(xué)生的英語(yǔ)閱讀策略產(chǎn)生什么影響?第二、“導(dǎo)學(xué)案”的使用將對(duì)學(xué)生的英語(yǔ)閱讀成績(jī)產(chǎn)生什么影響?本研究包含兩輪行動(dòng)研究,以筆者所任教的兩個(gè)班級(jí)的學(xué)生為研究對(duì)象,在兩個(gè)班級(jí)中進(jìn)行了為期一個(gè)學(xué)期的閱讀教學(xué)實(shí)踐。在第一輪“導(dǎo)學(xué)案”行動(dòng)研究中首先確定問(wèn)題,作出假設(shè)、擬定和實(shí)施行動(dòng)計(jì)劃,最后總結(jié)行動(dòng)結(jié)果與反思。...

【文章頁(yè)數(shù)】：68 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter 1 Introduction
    1.1 Research Background
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Structure of the Thesis
Chapter 2 Literature Review
    2.1 Guidance Case
    2.2 Theoretical Perspective
        2.2.1 Theory of Action Research
        2.2.2 Constructivism Theory
        2.2.3 Cooperative Learning Theory
    2.3 Related Research
        2.3.1 Foreign Researches on Guidance Case
        2.3.2 Domestic Researches on Guidance Case
Chapter 3 Research Design
    3.1 Research Questions and Research Paradigm Choices
    3.2 Subjects
    3.3 Instruments
    3.4 Data Analysis
Chapter 4 Action Research on English Reading Teaching Based on Guidance Case
    4.1 The First Round of Action Research on Guidance Case
        4.1.1 Problem Identification
        4.1.2 Making Assumptions
        4.1.3 Drawing up an Action Plan
        4.1.4 Implementation of the Action Plan
        4.1.5 Action Results and Reflection
    4.2 The Second Round of Action Research on Guidance Case
        4.2.1 Revision of Assumption
        4.2.2 Adjustments to the Plan
        4.2.3 Implementation of the Action Plan
        4.2.4 Action Results and Reflections
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Implications of the Study
        5.2.1 Implications for the teachers
        5.2.2 Implications for the students
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
Bibliography
Appendix1:The Questionnaire
Appendix2:Interview Questions
Appendix3:Outline of Classroom Observation
Appendix4:Guidance Case
Appendix5:Guidance Case
Publications during the Postgraduate Program
Acknowledgements



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