作為語(yǔ)言技能的一個(gè)重要方面,英語(yǔ)閱讀能力反映了人們對(duì)語(yǔ)法、詞匯和篇章結(jié)構(gòu)的掌握程度,也展示了一個(gè)人的整體英語(yǔ)水平。農(nóng)村中學(xué)普遍存在著學(xué)生閱讀興趣低、主動(dòng)性差、策略使用少和成績(jī)偏低的現(xiàn)象。本研究基于建構(gòu)主義、人文主義、發(fā)現(xiàn)學(xué)習(xí)、最近發(fā)展區(qū)和自主學(xué)習(xí)理論.應(yīng)用學(xué)案導(dǎo)學(xué),考查其對(duì)高中生英語(yǔ)成績(jī)、閱讀策略、閱讀興趣和閱讀主動(dòng)性的影響。本文通過(guò)測(cè)試和問(wèn)卷對(duì)秦皇島市昌黎匯文二中高中一年級(jí)120人進(jìn)行準(zhǔn)實(shí)驗(yàn)研究。實(shí)驗(yàn)班教學(xué)采用學(xué)案導(dǎo)學(xué)(n=60)而控制班采用傳統(tǒng)教學(xué)模式(n=60)。研究從2015年2月到2015年7月,歷時(shí)半年。研究結(jié)果主要包括以下四個(gè)方面,即以學(xué)案導(dǎo)學(xué)教學(xué)能極大地提高學(xué)生的學(xué)業(yè)成績(jī);學(xué)生整體的進(jìn)步受到了閱讀興趣和閱讀策略應(yīng)用的共同影響;學(xué)生的閱讀興趣在他們的學(xué)習(xí)成績(jī)中起著重要的作用;而學(xué)案導(dǎo)學(xué)教學(xué)方法能夠產(chǎn)生積極效果,與教學(xué)計(jì)劃和學(xué)習(xí)計(jì)劃的設(shè)計(jì),教師的因材施教及教學(xué)內(nèi)容的針對(duì)性強(qiáng)密不可分。本研究為高效課堂提供了有力的實(shí)證,給教師以全新的視角。學(xué)案有助于知識(shí)的總結(jié)和綜合能力的提高。作為有效的補(bǔ)充和一手資料,有助于任務(wù)型課堂和翻轉(zhuǎn)課堂理論的優(yōu)化。

【文章頁(yè)數(shù)】：68 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter 1 Introduction
    1.1 Research Background
        1.1.1 The Influence of the New English Curriculum
        1.1.2 The Drawbacks of Traditional Teaching Mode
    1.2 Research Questions of the Study
    1.3 The Significance of the Research
    1.4 The Overall Structure of the Thesis
Chapter 2 Literature Review
    2.1 An Introduction of Guided Learning Plan
    2.2 Related Studies on Guided Learning Plan
    2.3 Theoretical Basis
        2.3.1 Constructivism
        2.3.2 Humanism
        2.3.3 Discovery Learning
        2.3.4 The Zone of Proximal Development
        2.3.5 Autonomous Learning
Chapter 3 Research Design
    3.1 Research Questions
    3.2 Subjects
    3.3 The Instruments of the Research
        3.3.1 Tests
        3.3.2 Questionnaires
    3.4 The Textbook Used in the Experiment
    3.5 Teaching Methods
        3.5.1 Teaching with Guided Learning Plan
        3.5.2 Traditional Teaching Method
    3.6 Experimental Procedures
Chapter 4 Results and Discussion
    4.1 Results and Discussion of Question 1
    4.2 Results and Discussion of Question 2
    4.3 Results and Discussion of Question 3
    4.4 Results and Discussion of Question 4
Chapter 5 Conclusion
    5.1 Major Findings
        5.1.1 Improved Reading Performance Due to Guided Learning Plan
        5.1.2 Concurrent Inside-driven Factors and Outside-driven Factors
        5.1.3 The Interest in Fostering Student’s Reading Performance and Initiative
        5.1.4 Deeper understanding of Guided Learning Plan
    5.2 Limitations of the Study
Bibliography
Appendix A Pre-test Paper
Appendix B Answers for Pre-test Paper
Appendix C Post-test Paper
Appendix D Answers for Post-test Paper
    The answers are listed below
Appendix E Questionnaire
Appendix F A Guided Learning Plan of The Olympic Games in Unit 2(Book 2)
Appendix G A Teaching Programme of The Olympic Games in Unit 2(Book 2)
Acknowledgements



本文編號(hào)：3881724