發(fā)布時(shí)間：2018-02-21 02:23

  本文關(guān)鍵詞： 多媒體輔助教學(xué) 閱讀策略 自主學(xué)習(xí) 閱讀能力 初中英語教學(xué)　出處：《渤海大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：閱讀作為英語學(xué)習(xí)的重要部分,一直受到教育專家和英語教師的關(guān)注。然而,目前中國的初級中學(xué)普遍采用傳統(tǒng)的以教師為中心的教學(xué)方法來教授英語閱讀。這種教學(xué)方法忽視了學(xué)生自主學(xué)習(xí)能力的培養(yǎng)以及閱讀策略的訓(xùn)練。針對這些教學(xué)問題,多媒體輔助教學(xué)被寄予厚望走進(jìn)課堂。將基礎(chǔ)教學(xué)和先進(jìn)科技相結(jié)合的方法已成為教學(xué)趨勢。本篇研究試圖探索多媒體輔助教學(xué)對初中生英語閱讀學(xué)習(xí)的作用,以及解決傳統(tǒng)的以教師為中心的閱讀教學(xué)中存在的實(shí)際問題。作者嘗試解決以下三個(gè)問題:1.在進(jìn)行多媒體輔助教學(xué)之后,初中生閱讀策略的使用情況有什么改變?2.多媒體技術(shù)對初中生英語閱讀方面的自主學(xué)習(xí)能力有什么影響?3.多媒體技術(shù)在多大程度上提高了初中生的英語閱讀能力?本篇實(shí)證研究在遼寧省凌海市大有初級中學(xué)開展,從2016年9月5日開始,到2016年11月25日結(jié)束,共持續(xù)12周。來自二年級兩個(gè)平行班的89名學(xué)生被選為研究對象。兩個(gè)平行班中一班作為實(shí)驗(yàn)班,二班作為控制班。研究工具包括問卷、前、后測試和訪談。所有收集的數(shù)據(jù)在SPSS 19.0系統(tǒng)的幫助下采用定性和定量的分析方法來進(jìn)行分析。分析結(jié)果表明多媒體輔助教學(xué)能使學(xué)生們更頻繁的使用閱讀策略,能促進(jìn)學(xué)生們的閱讀自主性由低級提高到中級,并且能提高學(xué)生的閱讀能力。因此以多媒體技術(shù)輔助英語閱讀教學(xué)是可行的。最后,作者討論了研究得到的啟示和建議,希望能夠?qū)W(xué)生的學(xué)習(xí)、教師的教學(xué)以及今后的研究有所啟示。
[Abstract]:As an important part of English learning, reading has always been concerned by educational experts and English teachers. However, At present, junior middle schools in China generally use traditional teacher-centered teaching methods to teach English reading. This teaching method neglects the cultivation of students' autonomous learning ability and the training of reading strategies. Multimedia assisted instruction is expected to come into the classroom. The combination of basic teaching and advanced science and technology has become a teaching trend. This study attempts to explore the role of multimedia assisted teaching in English reading learning of junior high school students. And to solve the practical problems in the traditional teacher-centered reading teaching. The author tries to solve the following three questions: 1. What changes have been made in the use of reading strategies of junior high school students after multimedia assisted teaching? 2. What effect does multimedia technology have on the autonomous learning ability of junior high school students in English reading? 3. To what extent has multimedia technology improved junior high school students' English reading ability? This empirical study was carried out in Linghai City, Liaoning Province, from September 5th 2016 to November 25th 2016. A total of 12 weeks. 89 students from two parallel classes in Grade 2 were selected as subjects. One of the two parallel classes was used as the experimental class and the second class as the control class. Post-test and interview. All the collected data were analyzed by qualitative and quantitative methods with the help of SPSS 19.0.The results showed that multimedia assisted instruction could make students use reading strategies more frequently. It can promote students' reading autonomy from junior to intermediate, and improve students' reading ability. Therefore, it is feasible to use multimedia technology to assist English reading teaching. Finally, the author discusses the implications and suggestions of the research. Hope to be able to learn for students, teachers' teaching and future research enlightenment.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41;G434

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