本文選題：基于學(xué)習(xí)策略的英語教學(xué) + 學(xué)習(xí)策略��； 參考：《魯東大學(xué)》2017年碩士論文

【摘要】：作為語言學(xué)習(xí)策略的一種,閱讀策略是指學(xué)習(xí)者為了更好地提高閱讀理解水平,更有效的完成閱讀任務(wù)而采取的各種學(xué)習(xí)方法和技巧�；趯W(xué)習(xí)策略培訓(xùn)的教學(xué)模式(Strategy-based Instruction,SBI),是指在教學(xué)過程中指導(dǎo)學(xué)習(xí)者使用學(xué)習(xí)策略來幫助他們?nèi)〉酶玫膶W(xué)習(xí)效果,即在英語教學(xué)過程中有目的地進(jìn)行學(xué)習(xí)策略培訓(xùn),顯性地將策略訓(xùn)練融入課堂教學(xué)內(nèi)容中,最終培養(yǎng)學(xué)生在學(xué)習(xí)語言的過程中成為有效的自主學(xué)習(xí)者。國內(nèi)外研究者已對SBI進(jìn)行了大量的研究,并且取得了較為豐碩的成果。但文獻(xiàn)顯示,目前我們國內(nèi)將SBI應(yīng)用于高中英語閱讀教學(xué)的研究相對較少,因此本文擬嘗試研究SBI應(yīng)用于高中英語閱讀教學(xué)的有效性,以提高高中英語教學(xué)質(zhì)量。本研究采用實(shí)驗(yàn)研究的方法,選取山東省淄博市某中學(xué)筆者任教的高二兩個平行同質(zhì)的自然班作為實(shí)驗(yàn)對象,其中一個作為對照班級,一個是實(shí)驗(yàn)班級,各班均有55名同學(xué),進(jìn)行了為期一學(xué)期的教學(xué)實(shí)驗(yàn)。實(shí)驗(yàn)班使用SBI英語教學(xué)模式進(jìn)行閱讀教學(xué),而對照班仍沿用傳統(tǒng)的英語閱讀教學(xué)方法。本文的研究問題主要包括:與傳統(tǒng)英語閱讀教學(xué)相比,SBI英語閱讀教學(xué)模式是否能夠更好地提高學(xué)生的閱讀策略使用水平?是否能夠更好地提高學(xué)生的英語閱讀水平?通過對所得數(shù)據(jù)進(jìn)行分析得出以下主要研究發(fā)現(xiàn):(1)SBI可以提高學(xué)生閱讀策略的使用水平。通過閱讀策略的培訓(xùn),學(xué)生能夠更加頻繁地使用所培訓(xùn)的閱讀策略,說明學(xué)生的閱讀策略意識增強(qiáng)了;學(xué)生使用所培訓(xùn)的閱讀策略的有效性也有很大程度的提高。(2)SBI較大地提高了學(xué)生的閱讀理解成績。實(shí)驗(yàn)班的期末英語考試閱讀成績平均分高出對照班六分,其中中等水平的學(xué)生成績提高最大。這在很大程度上說明SBI更能促進(jìn)和提高中等水平學(xué)生的英語閱讀成績。
[Abstract]:As a kind of language learning strategies, reading strategies refer to the various learning methods and techniques adopted by learners in order to improve their reading comprehension and accomplish reading tasks more effectively. The teaching model based on learning strategy training is Strategy-based instruction, which means instructing learners to use learning strategies to help them achieve better learning results, that is to say, to conduct purposeful learning strategy training in English teaching. Explicit integration of strategy training into classroom teaching content, and finally cultivate students to become effective autonomous learners in the process of language learning. Researchers at home and abroad have done a lot of research on SBI, and have achieved fruitful results. However, the literature shows that there are relatively few researches on the application of SBI in senior high school English reading teaching in China, so this paper intends to try to study the effectiveness of SBI application in senior high school English reading teaching in order to improve the quality of English teaching in senior high school. In this study, we selected two parallel and homogenous natural classes in a middle school in Zibo City, Shandong Province, as experimental objects, one as a control class and one as an experimental class, with 55 students in each class. A one-semester teaching experiment was conducted. The experimental class uses SBI English teaching mode for reading teaching, while the control class still adopts the traditional English reading teaching method. The main research questions of this thesis are as follows: compared with the traditional English reading teaching, can the SBI English reading teaching model improve the students' reading strategies better? Can it improve the students' English reading ability? Based on the analysis of the data obtained, the following main findings are drawn: 1 / 1 / SBI can improve the students' reading strategies. Through the training of reading strategies, students can use their reading strategies more frequently, which shows that students' awareness of reading strategies has been enhanced. The effectiveness of using the trained reading strategies is also greatly improved. The average reading score of the experimental class is six points higher than that of the control class. This indicates to a large extent that SBI can promote and improve the English reading achievement of middle level students.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

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