本文選題：閱讀課　切入點：讀后任務　出處：《浙江大學》2017年碩士論文　論文類型：學位論文

【摘要】：新一輪課改和高考改革越來越強調(diào)培養(yǎng)學生的綜合語言能力,注重交際和應用。而傳統(tǒng)教學往往重輸入,輕輸出的教學模式,導致學生聽讀能力和說寫能力發(fā)展不平衡,同時,也影響學生的綜合語言能力的發(fā)展。閱讀課教學一直是高中英語教學中的重點。讀后階段,作為閱讀課常用三步驟中的最后環(huán)節(jié),往往只被用來檢測閱讀效果,且教師對這一階段的重視度不如前兩階段,因此設計和實施較為隨意。本文基于2016年10月開始試點的浙江省新高考模式的大背景,以普通中學高二學生為例,從目前高中英語閱讀課和學生輸出能力現(xiàn)狀出發(fā),結合輸出理論,對高中日常閱讀課讀后階段存在的主要問題進行調(diào)查和總結,從而對讀后階段進行以閱讀文本話題為基礎,培養(yǎng)學生輸出能力為主要目的的教學實踐提出具體的建議,并通過實際案例探索可行性和教學效果。本研究旨在解決以下兩個主要問題:1)在目前的英語閱讀課中,如何從培養(yǎng)輸出能力的角度設計和實施讀后任務?(2)該設計和實施的讀后任務能否達到提高學生的閱讀效果和綜合語言能力?通過案例研究,本研究得出以下結論:1)教師需要重新思考讀后階段任務的功能,以加強輸出和輸入的結合度;2)對讀后任務的設計需要更多的綜合考量,加強學生和老師在課堂的交流;3)教師也要確保閱讀課前兩階段即讀前和讀中階段的有效度,這是保證讀后階段輸出質(zhì)量的前提。同時我們也發(fā)現(xiàn),在新一輪的課改下教師也需要開闊視野設計讀后任務,符合當前改革的需要。
[Abstract]:The new round of curriculum reform and the reform of the college entrance examination increasingly emphasize the cultivation of students' comprehensive language ability, and pay more attention to communication and application. However, the traditional teaching mode, which emphasizes on input and not on output, has resulted in the unbalanced development of students' listening and reading ability and their ability to speak and write, and at the same time, It also affects the development of students' comprehensive language ability. Reading class teaching has always been the focus of high school English teaching. After reading, as the last step of three steps in reading class, it is often used only to test the reading effect. Teachers pay less attention to this stage than to the first two stages, so the design and implementation of this stage is random. Based on the background of the new college entrance examination model in Zhejiang Province, which began in October 2016, this paper takes the senior middle school students as an example. Starting from the present situation of English reading class and students' output ability in senior high school, and combining with the output theory, this paper investigates and summarizes the main problems existing in the post-reading stage of the daily reading class in senior high school, so that the post-reading stage is based on the topic of reading text. This study aims to solve the following two main problems: 1) in the current English reading class, the main purpose of this study is to put forward specific suggestions on the teaching practice of cultivating students' output ability, and to explore the feasibility and teaching effect through practical cases. How to design and implement the post-reading task from the angle of training output ability? Can the design and implementation of the post-reading task improve the students' reading effect and comprehensive language proficiency? Through the case study, this study draws the following conclusions: 1) Teachers need to rethink the function of post-reading tasks in order to strengthen the combination of output and input) the design of post-reading tasks needs more comprehensive consideration. Teachers should also ensure the effectiveness of the two stages of reading before and during reading, which is a prerequisite for ensuring the quality of output in the post-reading stage. At the same time, we have also found that, In the new round of curriculum reform, teachers also need to broaden their horizons to design post-reading tasks, in line with the needs of the current reform.
【學位授予單位】：浙江大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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本文編號：1608337