發(fā)布時(shí)間：2024-04-26 00:38

　　英語閱讀教學(xué)在高中處于首席之地。然而,高中英語閱讀課和學(xué)生閱讀能力的現(xiàn)狀并不令人滿意。筆者找出英語閱讀教與學(xué)上存在的問題,提出活動(dòng)單導(dǎo)學(xué)模式解決相應(yīng)的問題�！盎顒�(dòng)單導(dǎo)學(xué)”模式順應(yīng)了新課程改革的理念,提倡在英語閱讀教學(xué)中以“活動(dòng)單”為媒介,引導(dǎo)學(xué)生在活動(dòng)中主動(dòng)求知、自主探究、合作學(xué)習(xí)。借鑒國內(nèi)外有關(guān)活動(dòng)單導(dǎo)學(xué)模式和英語閱讀教學(xué)的研究,筆者發(fā)現(xiàn)涉及活動(dòng)單導(dǎo)學(xué)模式的英語閱讀教學(xué)研究相對(duì)甚少。本論文依據(jù)建構(gòu)主義理論、合作學(xué)習(xí)理論以及最近發(fā)展區(qū)理論闡述了活動(dòng)單導(dǎo)學(xué)模式的理論基礎(chǔ),并詳細(xì)列舉了該模式在高中英語閱讀教學(xué)中的應(yīng)用步驟,旨在以此激發(fā)學(xué)生的閱讀興趣,培養(yǎng)學(xué)生掌握合理有效的閱讀策略,提高閱讀能力。本文采用問卷調(diào)查法和實(shí)驗(yàn)法作為主要研究方法,為了研究活動(dòng)單導(dǎo)學(xué)模式是否能有效地培養(yǎng)高中生英語閱讀策略的使用,能否有效地提高他們的閱讀水平,選取平?jīng)鍪械谝恢袑W(xué)高二年級(jí)120名同學(xué)作為研究對(duì)象,運(yùn)用活動(dòng)單導(dǎo)學(xué)模式教授英語閱讀,進(jìn)行為期一個(gè)學(xué)期的實(shí)驗(yàn)。實(shí)驗(yàn)數(shù)據(jù)均使用EXCEL2016和SPSS(21.0 edition)進(jìn)行錄入和分析。統(tǒng)計(jì)分析結(jié)果表明實(shí)驗(yàn)班學(xué)生在閱讀策略的使用方面有了明顯的提高(M=3....

【文章頁數(shù)】：85 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Purpose and Significance of the Present Study
    1.3 Lay out of the Study
Chapter 2 Literature Review
    2.1 Activity List Guiding Mode
        2.1.1 The Main Concepts of ALG Mode
        2.1.2 The Principles of ALG Mode
    2.2 Previous Study on ALG Mode
        2.2.1 Previous Study on Lesson Plan Teaching Mode Abroad
        2.2.2 Previous Study on ALG Mode at Home
    2.3 An Overview on English Reading Teaching
        2.3.1 The Natural of Reading
        2.3.2 English Reading Teaching Models
        2.3.3 English Reading Strategies
    2.4 The Studies on the ALG Mode in Senior High School English Reading Teaching
    2.5 Summary
Chapter 3 Theoretical Framework
    3.1 Constructivism Theory
    3.2 Cooperative Learning Theory
    3.3 Theories of Zone of Proximal Development
Chapter 4 Research Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Instruments
        4.3.1 Questionnaire
        4.3.2 Tests
    4.4 Teaching Materials
    4.5 Research procedures
    4.6 Experimental procedures
        4.6.1 The Procedures of ALG Mode in English Reading Teaching
        4.6.2 The Teaching Case of ALG Mode in English Reading Teaching
        4.6.3 The English Reading Teaching in Control Class
    4.7 Data Collection and Analysis
Chapter 5 Results and Discussions
    5.1 Results of the Questionnaire
        5.1.1 The Results of Pre-questionnaire between EC and CC
        5.1.2 The Results Post-questionnaire between EC and CC
    5.2 Results of the English Reading Tests
        5.2.1 The Results of Pre-test between EC and CC
        5.2.2 The Results of Post-test between EC and CC
        5.2.3 The Result of Pre-test and Post-test of Paired sample t-test
        5.2.4 The Analysis of the Results between the Pre-test and Post-test within the EC and CC
    5.3 Discussion
Chapter 6 Conclusions
    6.1 Major Findings
    6.2 Implications for English Reading Teaching
    6.3 Limitations of the Present Study
    6.4 Suggestions for Future Studies
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Acknowledgements



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