英語閱讀是語言學(xué)習(xí)的重要組成部分。但高中英語閱讀教學(xué)總體情況不容樂觀。傳統(tǒng)的閱讀學(xué)習(xí)模式使學(xué)生被動接受知識,嚴(yán)重影響了學(xué)生的學(xué)習(xí)興趣,使學(xué)生的探索和創(chuàng)新機會減少。因此,有必要改變高中英語閱讀教學(xué)方式�！陡咧杏⒄Z課程標(biāo)準(zhǔn)（2017年版）》倡導(dǎo)探究式學(xué)習(xí)等學(xué)習(xí)方式,為了提高學(xué)生閱讀能力、促進學(xué)生思維品質(zhì)的發(fā)展,筆者做了將探究式學(xué)習(xí)運用到高中英語閱讀教學(xué)的行動研究。本研究歷時三個月,選取遼寧省某高中一年級學(xué)生共三十五人的一個班作為參與者。本次行動研究分兩輪進行,旨在探討以下三個問題:1.探究式學(xué)習(xí)對學(xué)生英語閱讀學(xué)習(xí)有何影響?2.探究式學(xué)習(xí)對學(xué)生思維品質(zhì)的發(fā)展有何影響?3.教師在探究式學(xué)習(xí)過程中扮演了什么角色?本次行動研究采用問卷調(diào)查、測試、訪談和反思日志等多種工具收集數(shù)據(jù)。其中采用SPSS軟件對問卷的各項數(shù)據(jù)進行描述性統(tǒng)計分析和對測試結(jié)果進行配對樣本T檢驗分析,另外采用主題分析的方法對訪談和反思日志的數(shù)據(jù)進行整理和分析。本研究發(fā)現(xiàn)以下幾點:第一,探究式學(xué)習(xí)的實施在很大程度上有助于改善學(xué)生的閱讀學(xué)習(xí),主要體現(xiàn)在提高學(xué)生的閱讀表現(xiàn)、閱讀動機、課堂參與度、閱讀策略選擇的效率和改善不良的閱讀習(xí)慣這五... 

【文章來源】：沈陽師范大學(xué)遼寧省

【文章頁數(shù)】：147 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
    1.3 Purpose of the Research
    1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
    2.1 Inquiry-based Learning
        2.1.1 Definition of Inquiry-based Learning
        2.1.2 Features of Inquiry-based Learning
        2.1.3 Models of Inquiry-based Learning
    2.2 English Reading Teaching
        2.2.1 Definition of English Reading Teaching
        2.2.2 Models of English Reading Teaching
    2.3 Relation between Inquiry-based Learning and English Reading Teaching
    2.4 Related Theories on Inquiry-based Learning
        2.4.1 Constructivist Learning Theory
        2.4.2 Humanistic Psychology Learning Theory
        2.4.3 The Discovery Learning Theory
    2.5 Action Research
        2.5.1 Definition of Action Research
        2.5.2 Features of Action Research
        2.5.3 Procedures of Action Research
    2.6 Previous Studies on Inquiry-based Learning
        2.6.1 Previous Studies Abroad
        2.6.2 Previous Studies at Home
Chapter 3 Research Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaires
        3.3.2 Interviews
        3.3.3Tests
        3.3.4 Reflective Journals
    3.4 Data Collection and Analysis
Chapter 4 The First-round Action Research
    4.1 Identifying Problems
    4.2 Making the Action Plan
    4.3 Implementing the Action Plan
    4.4 Reflection and Evaluation
        4.4.1 Analysis of the Results of Questionnaire One（Round1）
        4.4.2 Analysis of the Results of Questionnaire Two
        4.4.3 Analysis of the Results of Interview One
        4.4.4 Analysis of the Results of Reflective Journals
    4.5 Summary of Major Achievements and Problems
        4.5.1 Major Achievements
        4.5.2 Major Problems
Chapter 5 The Second-round Action Research
    5.1 Identifying Problems
    5.2 Adjusting the Action Plan
    5.3 Implementing the Action Plan
    5.4 Reflection and Evaluation
        5.4.1 Analysis of the Results of Questionnaire One（Round2）
        5.4.2 Analysis of the Results of Interview Two
        5.4.3 Analysis of the Results of Tests
        5.4.4 Analysis of the Results of Reflective Journals
    5.5 Summary of Major Achievements and Problems
        5.5.1 Major Achievements
        5.5.2 Major Problems
    5.6 Discussion of Research Questions
        5.6.1 Discussion on the Effects of Inquiry-based Learning on Students’English Reading Learning
        5.6.2 Discussion on the Effects of Inquiry-based Learning on theDevelopment of Students’Thinking Quality
        5.6.3 Discussion on the Roles the Teacher Plays in the Application ofInquiry-based Learning
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Study
    6.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H



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