本文選題：情感教學(xué)　切入點(diǎn)：情感閱讀教學(xué)　出處：《渤海大學(xué)》2017年碩士論文

【摘要】：在語(yǔ)言學(xué)習(xí)中,閱讀作為語(yǔ)言的四大技能之一,一直占有重要的地位。而且,閱讀在英語(yǔ)考試中占有很高的分值比例。然而,在初中階段閱讀對(duì)于學(xué)生而言一直以來(lái)都是英語(yǔ)教學(xué)中最薄弱的環(huán)節(jié)。盡管已經(jīng)花費(fèi)了大量的時(shí)間去尋求更有效的學(xué)習(xí)方法,但是效果還是不盡如人意。正如我們所知,閱讀效果受很多因素的影響,情感就是其中的一個(gè)重要因素。近年來(lái),隨著素質(zhì)教育的全面實(shí)施,情感教學(xué)的思想受到了越來(lái)越多教育者的關(guān)注。情感教學(xué)是指教師在教學(xué)過(guò)程中,在充分考慮學(xué)習(xí)者認(rèn)知方面的同時(shí),充分發(fā)揮情感因素的積極作用,以完善教學(xué)目標(biāo),優(yōu)化教學(xué)效果,促進(jìn)學(xué)生素質(zhì)全面發(fā)展的教學(xué)。本文試圖通過(guò)實(shí)證研究來(lái)證實(shí)情感教學(xué)在現(xiàn)代初中英語(yǔ)教學(xué)中的有效性以及必要性。本文的二個(gè)研究問(wèn)題如下:1.情感教學(xué)是否能夠促進(jìn)初中生在英語(yǔ)閱讀學(xué)習(xí)中的情感狀態(tài)?2.相比于傳統(tǒng)的教學(xué)方式情感教學(xué)能否更有效地提高初中生的英語(yǔ)閱讀成績(jī)?該研究在遼寧省凌海市第一初級(jí)中學(xué)進(jìn)行,實(shí)驗(yàn)從2016年九月份開(kāi)始在2017年一月結(jié)束。實(shí)驗(yàn)是通過(guò)對(duì)比來(lái)自于九年級(jí)的兩個(gè)平行班,分別分為實(shí)驗(yàn)班和控制班。在實(shí)驗(yàn)期間,控制班采用傳統(tǒng)閱讀教學(xué)模式,實(shí)驗(yàn)班采用情感閱讀教學(xué)模式。實(shí)驗(yàn)數(shù)據(jù)分別從問(wèn)卷,訪談和測(cè)試中收集,在實(shí)驗(yàn)后用SPSS進(jìn)行數(shù)據(jù)分析。研究的結(jié)果顯示,情感教學(xué)不僅能夠促進(jìn)學(xué)生在英語(yǔ)閱讀學(xué)習(xí)中情感狀態(tài)的發(fā)展,而且也能夠提高學(xué)生們的英語(yǔ)閱讀成績(jī)。并且,和傳統(tǒng)閱讀教學(xué)方式相比,情感閱讀教學(xué)更受學(xué)生們的青睞。
[Abstract]:As one of the four language skills, reading plays an important role in language learning.Moreover, reading accounts for a high percentage of scores in English tests.However, reading in junior middle school has always been the weakest link in English teaching.Although a lot of time has been spent to find more effective learning methods, but the results are not satisfactory.As we know, reading effect is affected by many factors, emotion is one of the important factors.In recent years, with the full implementation of quality education, the thought of emotional teaching has been paid more and more attention by educators.Affective teaching refers to the teaching in which teachers give full play to the positive role of emotional factors in the process of teaching, while fully considering the cognitive aspects of learners, in order to perfect the teaching objectives, optimize the teaching effect and promote the all-round development of students' quality.This paper attempts to prove the validity and necessity of affective teaching in modern junior middle school English teaching through empirical research.The two problems in this paper are as follows: 1.Whether affective teaching can promote the emotional state of junior high school students in English reading learning?Compared with the traditional way of teaching emotion teaching can improve the junior high school students' English reading scores more effectively?The study, conducted at the No. 1 Junior Middle School in Linghai City, Liaoning Province, began in September 2016 and ended in January 2017.The experiment is to compare the two parallel classes from grade 9, which are divided into experimental class and control class.During the experiment, the control class adopts the traditional reading teaching mode, and the experimental class adopts the emotional reading teaching mode.The experimental data were collected from questionnaires, interviews and tests, and the data were analyzed by SPSS after the experiment.The results show that affective teaching can not only promote the development of students' emotional state in English reading, but also improve their English reading scores.And, compared with traditional reading teaching, emotional reading teaching is more favored by students.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.41

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本文編號(hào)：1711653