【摘要】：自新課程改革倡導(dǎo)自主、合作、探究的學(xué)習(xí)方式以來(lái),新的教育理念逐步深入人心。將探究教學(xué)運(yùn)用到閱讀教學(xué)中,能夠使學(xué)生充分參與到學(xué)習(xí)過(guò)程中,通過(guò)自主構(gòu)建知識(shí),體驗(yàn)知識(shí)產(chǎn)生的過(guò)程。這樣,學(xué)生就可以更加主動(dòng)的去學(xué)習(xí),從而真正成為課堂的主人。但目前,普通高中英語(yǔ)閱讀課中探究教學(xué)實(shí)施情況如何,高中英語(yǔ)教師對(duì)探究性閱讀教學(xué)認(rèn)知情況如何,以及學(xué)生在探究性閱讀教學(xué)活動(dòng)中的學(xué)習(xí)情況如何都是筆者想要調(diào)查和研究的一些問(wèn)題(在此,為敘述方便,筆者將英語(yǔ)閱讀課中的探究教學(xué)簡(jiǎn)稱為探究性的閱讀教學(xué))。筆者希望這些問(wèn)題的解決可以為當(dāng)下探究性閱讀教學(xué)的改革提供一些有價(jià)值的參考。本研究從進(jìn)一步推進(jìn)新課程改革和揭露傳統(tǒng)閱讀教學(xué)的弊端來(lái)揭示閱讀課中使用探究教學(xué)的必要性和可行性,在此基礎(chǔ)上產(chǎn)生研究問(wèn)題。研究問(wèn)題從三個(gè)角度談起。一、教師認(rèn)知角度,即高中英語(yǔ)教師對(duì)探究性閱讀教學(xué)認(rèn)識(shí)情況如何?二、教師操作角度,即高中英語(yǔ)教師在閱讀課中探究教學(xué)實(shí)施情況如何?三、是學(xué)生角度,即學(xué)生在探究性閱讀教學(xué)過(guò)程中的學(xué)習(xí)情況如何?在確定了基本研究問(wèn)題以后,筆者以安澤一中和洪洞一中的30名教師和260個(gè)學(xué)生為研究對(duì)象,采用問(wèn)卷調(diào)查和訪談等方法進(jìn)行調(diào)查并對(duì)收集的數(shù)據(jù)和訪談資料進(jìn)行了定量和定性分析。最后進(jìn)行了總結(jié)并對(duì)如何提高和改進(jìn)閱讀課中的探究教學(xué)提出了自己的建議。對(duì)于調(diào)查結(jié)果,筆者主要從三個(gè)角度談起。一、教師認(rèn)識(shí)角度。教師對(duì)探究教學(xué)興趣濃厚,有一定的認(rèn)識(shí)和了解。但具體到基本的探究模式和步驟卻很少有老師能夠說(shuō)得清楚。并且還有一部分教師不知道該怎樣指導(dǎo)學(xué)生的探究性學(xué)習(xí),怎樣評(píng)價(jià)學(xué)生在探究性學(xué)習(xí)活動(dòng)中的表現(xiàn)。二、教師操作角度。通過(guò)調(diào)查,只有一小部分教師能夠根據(jù)基本的操作步驟進(jìn)行操作,能夠關(guān)注到學(xué)生探究自主性以及在探究活動(dòng)中能力及情感的培養(yǎng),但大部分教師的操作過(guò)程是混亂且盲目的。他們忽視了學(xué)生在探究性閱讀活動(dòng)中能力及情感的培養(yǎng)。三、學(xué)生角度。盡管絕大多數(shù)學(xué)生探究興趣濃厚,樂(lè)意參與探究性學(xué)習(xí),但他們往往只關(guān)注探究性學(xué)習(xí)的形式而忽略它的實(shí)質(zhì)。具體表現(xiàn)在學(xué)生不清楚具體的探究步驟;由于基礎(chǔ)知識(shí)薄弱不能夠進(jìn)行充分探究,缺乏基本的探究技巧。除此之外,在探究性的小組活動(dòng)中,大多數(shù)同學(xué)不能夠與同伴有效討論與交流,也不知道怎樣評(píng)價(jià)組員的探究性學(xué)習(xí)活動(dòng)。面對(duì)以上問(wèn)題,筆者提出4點(diǎn)建議:1改革現(xiàn)存的教學(xué)體系,釋放教師;2結(jié)合理論和實(shí)踐進(jìn)一步豐富教師在探究性閱讀教學(xué)方面的理論知識(shí)儲(chǔ)備;3加強(qiáng)對(duì)教師的探究性教學(xué)的專業(yè)培訓(xùn);4激發(fā)學(xué)生的探究興趣,培養(yǎng)學(xué)生的基本的探究技能等。
[Abstract]:Since the new curriculum reform advocates independent, cooperative and inquiry learning, the new educational concept has gradually taken root in people's hearts. Applying inquiry teaching to reading teaching can make students fully participate in the learning process and experience the process of knowledge generation by building knowledge on their own. In this way, students can learn more actively, thus truly become the master of the classroom. However, at present, what is the implementation of inquiry teaching in English reading class in senior high school, and what is the cognition of inquiry reading teaching among English teachers in senior high school? The author wants to investigate and study the students' learning situation in the inquiry reading teaching activities. (in this case, for the convenience of narration, the inquiry teaching in English reading class is referred to as inquiry reading teaching). The author hopes that the solution of these problems can provide some valuable reference for the reform of inquiry reading teaching. This study reveals the necessity and feasibility of using inquiry teaching in reading class from the perspective of further promoting the new curriculum reform and exposing the disadvantages of traditional reading teaching. The research question starts from three angles. 1. Teachers' cognitive perspective, that is, how does senior high school English teachers know about inquiry reading teaching? Second, what is the implementation of inquiry teaching in reading class from the perspective of teachers' operation? Third, is the student's angle, that is, the student in the inquiry reading teaching process learning situation? After determining the basic research problems, the author takes 30 teachers and 260 students in Anze No. 1 Middle School and Hongdong No. 1 Middle School as the research objects. Questionnaires and interviews were used to investigate and analyze the collected data and interview data quantitatively and qualitatively. Finally, the author summarizes and puts forward some suggestions on how to improve the inquiry teaching in reading class. For the results of the investigation, the author mainly from three angles. First, teachers know the angle. Teachers have a strong interest in inquiry teaching, and have a certain understanding and understanding. But few teachers can speak clearly to the basic inquiry patterns and steps. And some teachers do not know how to guide students' inquiry learning and how to evaluate students' performance in inquiry learning activities. Second, the operation angle of teachers. Through the investigation, only a small number of teachers can operate according to the basic operation steps, and can pay attention to the students' inquiry autonomy and the cultivation of ability and emotion in the inquiry activities, but most of the teachers' operation process is chaotic and blind. They neglect the cultivation of students' ability and emotion in inquiry reading activities. Third, student angle. Although most students are interested in inquiry and willing to participate in inquiry learning, they tend to focus on the form of inquiry learning and ignore its essence. The concrete manifestation is that the students are not clear about the specific inquiry steps, because the basic knowledge is weak and can not be fully explored, so they lack the basic inquiry skills. In addition, in exploratory group activities, most students can not effectively discuss and communicate with their peers, nor do they know how to evaluate the group members' inquiry learning activities. In the face of the above problems, the author puts forward four suggestions: (1) reforming the existing teaching system and releasing teachers; (2) combining theory and practice to further enrich teachers' theoretical knowledge reserve in inquiry reading teaching; (3) strengthening the professional training of teachers in inquiry teaching, 4 arousing students' interest in inquiry, and cultivating students' basic inquiry skills, etc.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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