基于英語學(xué)科能力框架的高中英語閱讀活動設(shè)計研究
發(fā)布時間：2020-12-26 00:50
學(xué)科能力是學(xué)生能力在某一學(xué)科中的具體表現(xiàn)。在英語課堂教學(xué)中,學(xué)科能力指向英語學(xué)習(xí)者所必備的關(guān)鍵知識與技能。課堂活動是英語教學(xué)的主要形式與手段。學(xué)生在完成不同活動的過程中學(xué)習(xí)知識,發(fā)展能力。因此,學(xué)生的英語學(xué)科能力也主要通過課堂教學(xué)活動逐步培養(yǎng)。國內(nèi)關(guān)于英語學(xué)科能力的研究大部分停留在理論層面。近年來,出現(xiàn)了一些基于英語學(xué)科能力的閱讀教學(xué)活動的課例研究。但基于英語學(xué)科能力對高中英語教師的閱讀教學(xué)活動設(shè)計的相關(guān)調(diào)查與研究很少,從而為本文留下了研究的空間。本文以王薔課題組提出的英語學(xué)科能力框架為基礎(chǔ),對高中英語教師在閱讀教學(xué)中的課堂活動設(shè)計進(jìn)行個案研究。研究對象來自四川大學(xué)附屬中學(xué)高二年級的三位英語教師。研究問題如下所示:(1)教師在閱讀教學(xué)中設(shè)計了哪些活動?(2)教師的閱讀活動設(shè)計中體現(xiàn)了哪些英語學(xué)科能力?(3)哪些因素影響教師的閱讀活動設(shè)計對學(xué)生英語學(xué)科能力的培養(yǎng)?通過對數(shù)據(jù)進(jìn)行收集、整理、分析,得出以下研究結(jié)果:第一,高中英語教師閱讀教學(xué)活動設(shè)計中,學(xué)習(xí)理解類活動最多,應(yīng)用實踐類活動和遷移創(chuàng)新類活動較少,尤其遷移創(chuàng)新類活動最少;第二,在各項二級能力要素中,提取概括能力涉及最多,其次是感知...
【文章來源】： 胡可 四川師范大學(xué)
【文章頁數(shù)】：77 頁
【學(xué)位級別】：碩士
【文章目錄】：
摘要
ABSTRACT
Chapter One Introduction
1.1 Research Background
1.2 Significance and Purpose of the Research
1.3 Structure of the Paper
Chapter Two Literature Review
2.1 Introduction to the English Disciplinary Competency
2.1.1 Definitions of the English Disciplinary Competency
2.1.2 English Disciplinary Competency Framework
2.2 Introduction to the Classroom Activity
2.2.1 Definitions of the Classroom Activity
2.2.2 Activity-based English Learning Approach2
2.3 Previous Studies at Home and Abroad
2.3.1 Previous Studies on the English Disciplinary Competency at Home andAbroad
2.3.2 Previous Studies on the Classroom Activity at Home and Abroad
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Instruments
3.3.1 Classroom Observation
3.3.2 Interview
3.4 Research Procedures
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 The Classroom Activities Designed by the Teachers
4.2 The English Disciplinary Competencies Embodied in the Teachers’Classroom Activity Design
4.3 Teachers’Understanding of Classroom Activity Design and EnglishDisciplinary Competency
4.4 The Influencing Factors of Teachers’Classroom Activity Design
Chapter Five Conclusion
5.1 Research Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study
5.4 Suggestions for Future Study
Bibliography
AppendixⅠ
AppendixⅡ
Acknowledgement
本文編號：2938710
【文章來源】： 胡可 四川師范大學(xué)
【文章頁數(shù)】：77 頁
【學(xué)位級別】：碩士
【文章目錄】：
摘要
ABSTRACT
Chapter One Introduction
1.1 Research Background
1.2 Significance and Purpose of the Research
1.3 Structure of the Paper
Chapter Two Literature Review
2.1 Introduction to the English Disciplinary Competency
2.1.1 Definitions of the English Disciplinary Competency
2.1.2 English Disciplinary Competency Framework
2.2 Introduction to the Classroom Activity
2.2.1 Definitions of the Classroom Activity
2.2.2 Activity-based English Learning Approach2
2.3 Previous Studies at Home and Abroad
2.3.1 Previous Studies on the English Disciplinary Competency at Home andAbroad
2.3.2 Previous Studies on the Classroom Activity at Home and Abroad
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Instruments
3.3.1 Classroom Observation
3.3.2 Interview
3.4 Research Procedures
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 The Classroom Activities Designed by the Teachers
4.2 The English Disciplinary Competencies Embodied in the Teachers’Classroom Activity Design
4.3 Teachers’Understanding of Classroom Activity Design and EnglishDisciplinary Competency
4.4 The Influencing Factors of Teachers’Classroom Activity Design
Chapter Five Conclusion
5.1 Research Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study
5.4 Suggestions for Future Study
Bibliography
AppendixⅠ
AppendixⅡ
Acknowledgement
本文編號：2938710
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