作為語言技能的一個重要方面,英語閱讀能力反映了人們對語法、詞匯和篇章結(jié)構(gòu)的掌握程度,也展示了一個人的整體英語水平。農(nóng)村中學普遍存在著學生閱讀興趣低、主動性差、策略使用少和成績偏低的現(xiàn)象。本研究基于建構(gòu)主義、人文主義、發(fā)現(xiàn)學習、最近發(fā)展區(qū)和自主學習理論.應(yīng)用學案導(dǎo)學,考查其對高中生英語成績、閱讀策略、閱讀興趣和閱讀主動性的影響。本文通過測試和問卷對秦皇島市昌黎匯文二中高中一年級120人進行準實驗研究。實驗班教學采用學案導(dǎo)學(n=60)而控制班采用傳統(tǒng)教學模式(n=60)。研究從2015年2月到2015年7月,歷時半年。研究結(jié)果主要包括以下四個方面,即以學案導(dǎo)學教學能極大地提高學生的學業(yè)成績;學生整體的進步受到了閱讀興趣和閱讀策略應(yīng)用的共同影響;學生的閱讀興趣在他們的學習成績中起著重要的作用;而學案導(dǎo)學教學方法能夠產(chǎn)生積極效果,與教學計劃和學習計劃的設(shè)計,教師的因材施教及教學內(nèi)容的針對性強密不可分。本研究為高效課堂提供了有力的實證,給教師以全新的視角。學案有助于知識的總結(jié)和綜合能力的提高。作為有效的補充和一手資料,有助于任務(wù)型課堂和翻轉(zhuǎn)課堂理論的優(yōu)化。

【文章頁數(shù)】：68 頁

【學位級別】：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：3881724