導(dǎo)學(xué)案對高中生英語自主閱讀能力的影響研究
發(fā)布時間：2024-03-10 22:51
閱讀能力是英語學(xué)習(xí)者需要具備的重要能力之一。2003年,《普通高中英語課程標準》提出“優(yōu)化學(xué)習(xí)方式,提高自主學(xué)習(xí)能力”的理念,同時在閱讀教學(xué)的要求中提出“高中英語閱讀教學(xué)的根本任務(wù)是培養(yǎng)學(xué)生的英語自主閱讀能力”。近年來,不斷有學(xué)者為培養(yǎng)高中生自主閱讀能力獻計獻策,然而我國大部分地區(qū)學(xué)生的自主閱讀能力仍不樂觀。導(dǎo)學(xué)案是教師為了引導(dǎo)學(xué)生自主學(xué)習(xí),依據(jù)教學(xué)實際而編制的學(xué)習(xí)方案。運用導(dǎo)學(xué)案進行教學(xué)是我國本土化的教育創(chuàng)新,該模式轉(zhuǎn)變了以教師為主導(dǎo)的傳統(tǒng),并且由于其契合了新課標所倡導(dǎo)的自主學(xué)習(xí)理念而得到了很多學(xué)校的青睞。為了使導(dǎo)學(xué)案教學(xué)模式能夠順應(yīng)時代要求,并且能夠有效培養(yǎng)學(xué)生的自主閱讀能力,本研究嘗試將微視頻資源加入其中。為了證實優(yōu)化后的導(dǎo)學(xué)案對培養(yǎng)高中生英語自主閱讀能力具有積極的影響,筆者基于對自主閱讀能力的定義及影響因素的分析和理解,從學(xué)生的閱讀興趣、閱讀策略和閱讀成績?nèi)齻�角度進行本研究,并提出了以下三個研究假設(shè):第一,導(dǎo)學(xué)案能夠激發(fā)高中生的英語閱讀興趣;第二,導(dǎo)學(xué)案有助于高中生掌握并使用閱讀策略;第三,導(dǎo)學(xué)案有助于提高高中生的英語閱讀成績。本研究以營口市某高中一年級的兩個平行班共80人為研...
【文章頁數(shù)】：68 頁
【學(xué)位級別】：碩士
【文章目錄】：
摘要
Abstract
Chapter 1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Structure of Thesis
Chapter 2 Literature Review
2.1 Studies on Guided-learning Plan
2.1.1 Definitions of Guided-learning Plan
2.1.2 Characteristics of Guided-learning Plan
2.1.3 Implementation of Guided-learning Plan
2.1.4 The Design Principles of Guided-learning Plan
2.1.5 Studies on Guided-learning Plan Abroad and at Home
2.1.5.1 Previous Research Abroad
2.1.5.2 Previous Research at Home
2.2 Studies on Autonomous Reading Ability
2.2.1 Definitions of Autonomous Reading Ability
2.2.2 The Influencing Factors of Autonomous Reading Ability
2.2.3 Related Studies on Autonomous Reading Ability Abroad and at Home
2.2.3.1 Previous Research Abroad
2.2.3.2 Previous Research at Home
2.3 Theoretical Foundations
2.3.1 Humanistic Learning Theory
2.3.2 Constructivism Theory
2.3.3 Metacognition Theory
Chapter 3 Methodology
3.1 Purpose of the Research
3.2 Research Hypotheses
3.3 Subjects
3.4 Instruments
3.4.1 Questionnaire
3.4.2 Test
3.4.3 Interview
3.5 Procedures of the Study
Chapter 4 Data Analysis
4.1 Analysis of the Questionnaire
4.2 Analysis of the Tests
4.2.1 Analysis of the Pre-test Results
4.2.2 Analysis of the Post-test Results
4.2.3 Analysis of Scores in the Pre-test and Post-test of CC
4.2.4 Analysis of Scores in the Pre-test and Post-test of EC
4.3 Analysis of the Interview
4.4 Discussion
Chapter 5 Conclusion
5.1 Major Findings
5.2 Limitations of the Research
5.3 Further Research Questions
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Acknowledgements
本文編號：3925442
【文章頁數(shù)】：68 頁
【學(xué)位級別】：碩士
【文章目錄】：
摘要
Abstract
Chapter 1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Structure of Thesis
Chapter 2 Literature Review
2.1 Studies on Guided-learning Plan
2.1.1 Definitions of Guided-learning Plan
2.1.2 Characteristics of Guided-learning Plan
2.1.3 Implementation of Guided-learning Plan
2.1.4 The Design Principles of Guided-learning Plan
2.1.5 Studies on Guided-learning Plan Abroad and at Home
2.1.5.1 Previous Research Abroad
2.1.5.2 Previous Research at Home
2.2 Studies on Autonomous Reading Ability
2.2.1 Definitions of Autonomous Reading Ability
2.2.2 The Influencing Factors of Autonomous Reading Ability
2.2.3 Related Studies on Autonomous Reading Ability Abroad and at Home
2.2.3.1 Previous Research Abroad
2.2.3.2 Previous Research at Home
2.3 Theoretical Foundations
2.3.1 Humanistic Learning Theory
2.3.2 Constructivism Theory
2.3.3 Metacognition Theory
Chapter 3 Methodology
3.1 Purpose of the Research
3.2 Research Hypotheses
3.3 Subjects
3.4 Instruments
3.4.1 Questionnaire
3.4.2 Test
3.4.3 Interview
3.5 Procedures of the Study
Chapter 4 Data Analysis
4.1 Analysis of the Questionnaire
4.2 Analysis of the Tests
4.2.1 Analysis of the Pre-test Results
4.2.2 Analysis of the Post-test Results
4.2.3 Analysis of Scores in the Pre-test and Post-test of CC
4.2.4 Analysis of Scores in the Pre-test and Post-test of EC
4.3 Analysis of the Interview
4.4 Discussion
Chapter 5 Conclusion
5.1 Major Findings
5.2 Limitations of the Research
5.3 Further Research Questions
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Acknowledgements
本文編號：3925442
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