PBL教學(xué)法在2013年印尼英語閱讀教學(xué)中的應(yīng)用研究
發(fā)布時間：2021-02-07 06:00
印度尼西亞教育正在接受21世紀的考驗,為了提升學(xué)生的高階思維能力并做好成為全球公民的準備,英語教師需要提高自己的教學(xué)技能。印度尼西亞政府已通過印度尼西亞教育和文化部（IMoEC）取得了突破性進展,改變了課程設(shè)置,并在包括高中在內(nèi)的印度尼西亞各級教育中推進了一些新的教學(xué)方法。于2013年7月15日（2013/2014學(xué)年）,IMoEC正式啟動實施2013年課程（K13）改革。K13被定義為能夠應(yīng)對21世紀挑戰(zhàn)的課程,其特點是重視培養(yǎng)學(xué)生的高階思維能力（包括批判性思維和問題解決能力）、溝通能力、協(xié)作能力、創(chuàng)造力和教學(xué)過程中的創(chuàng)新能力。因此,在K13的英語閱讀教學(xué)中,英語教師應(yīng)采用科學(xué)的教學(xué)方法來提高學(xué)生的高階思維能力,即基于問題的教學(xué)方法（PBL）。PBL能提高學(xué)生的學(xué)習(xí)動機,發(fā)展其高階思維、元認知和自我調(diào)節(jié)學(xué)習(xí)能力,同時使學(xué)習(xí)與現(xiàn)實世界和日常生活有關(guān)。其目標(biāo)是提高學(xué)生的解決問題能力、自主學(xué)習(xí)能力、團隊合作能力、語言、管理和學(xué)習(xí)能力。除此之外,教師作為引導(dǎo)者,不應(yīng)該直接給學(xué)生答案,而需要創(chuàng)設(shè)問題情境,并協(xié)助學(xué)生解決問題。此外,在英語閱讀教學(xué)中,教師需要掌握實施PBL法的五個步驟和SA法的五...
【文章來源】：華中師范大學(xué)湖北省 211工程院校 教育部直屬院校
【文章頁數(shù)】：180 頁
【學(xué)位級別】：博士
【文章目錄】：
ACKNOWLEDGEMENT
摘要
ABSTARCT
LIST OF ABBREVIATIONS
CHAPTER I INTRODUCTION
1.1 Research Background
1.2 Research Problem Statements
1.3 Research Purposes
1.4 Research Significances
1.5 Research Limitations
1.6 Research Questions
1.7 Previous Studies
1.8 Definition of Key Terms
CHAPTER Ⅱ LITERATURE REVIEW
2.1 Problem-Based Learning （PBL） Method
2.1.1 A Brief History of the PBL Method
2.1.2 The Definition of PBL method
2.1.3 The Learning Goals of PBL method
2.1.4 The Teacher rs Role in PBL
2.1.5 How to Implement PBL Method In the Classroom
2.2 General Understanding of Curriculum
2.2.1 Curriculum Approaches
2.2.2 Definition of Curriculum
2.2.3 Curriculum Development
2.2.4 Curriculum Implementation
2.3 The 2013 Curriculum （K13） in Indonesia
2.3.1 A Brief History of K13
2.3.2 K13 Development
2.3.3 The Implementation ofK13 in English Language Teaching
2.3.4 The Assessment of K13
2.4 Teaching English Reading Text in Senior High School
2.4.1 English Reading Types
2.4.2 PBL Method in K13 on Teaching English Reading Text
CHAPTER Ⅲ RESEARCH METHODOLOGY
3.1 Research Method
3.1.1 Phase 1 - Quantitative Data
3.1.2 Phase 2 - Qualitative Data
3.2 Conceptual Framework
CHAPTER IV FINDINGS AND DISCUSSIONS OF QUANTITATIVEDATA
4.1 The Demography of Participants, Information
4.2 The Teachers’ Implementation of PBL Method in K13 onTeaching English Reading Text to Senior High School Students
4.3 The effects of PBL method implementation on senior highschool students5 ability in understanding English reading text
4.4 The Teachers' Interpretation of PBL Method in K13 on Teaching EnglishReading Text to Senior High School Students
4.5 The Factors that Influence Teachers* Implementation andInterpretation of PBL Method in K13 on Teaching English ReadingText to Senior High School Students
4.6 The Summary
CHAPTER Ⅴ FINDINGS AND DISCUSSIONS OF QUALITATIVE DATA
5.1 The Information of Teachers5 Personality
5.2 Teachers’ Implementation of PBL Method in K13 on TeachingEnglish Reading Text to Senior High School
5.2.1 Teaching Implementation
5.2.2 Teaching Documents
5.3 Teachers5 Interpretation of PBL Method in K13 on TeachingEnglish Reading Text to Senior High School
5.3.1 Engaging Students in the Problem and Observing
5.3.2 Organizing/Managing the Students and Questioning
5.3.3 Guiding Individual and Group Investigation and Experimenting
5.3.4 Developing and Presenting the Students' Work Result and Associating
5.3.5 Analysing and Evaluating the Problem-solving Process and Communicating/Networking
5.4 The Factors that Influence Teachers, Implementation and Interpretation of PBL Method in K13 on Teaching English Reading Text to Senior High School Students
5.4.1 Students, Factors
5.4.2 Teachers’Factors
5.4.3 Time Allocation to Implement PBL Steps
5.4.4 Facilities and Infrastructures
5.5 The Summary
CHAPTER VI CONCLUSIONS AND RECOMMENDATIONS
6.1 Conclusions
6.1.1 The Teachers9 Implementation of PBL Method in K13 on TeachingEnglish Reading Text to Senior High School Students
6.1.2 The effects of PBL method implementation on senior high schoolstudents' ability in understanding English reading text
6.1.3 The Teachers' Interpretation of PBL Method in K13 on Teaching EnglishReading Text to Senior High School Students
6.1.4 The Factors that Influence Teachers’ Implementation and Interpretationof PBL Method in K13 on Teaching English Reading Text to Senior High SchoolStudents
6.2 Recommendations
6.2.1 Indonesian Ministry of Education and Culture （IMoEC）
6.2.2 Senior High School English Teachers
6.2.3 Further Research
REFERENCES
本文編號：3021777
【文章來源】：華中師范大學(xué)湖北省 211工程院校 教育部直屬院校
【文章頁數(shù)】：180 頁
【學(xué)位級別】：博士
【文章目錄】：
ACKNOWLEDGEMENT
摘要
ABSTARCT
LIST OF ABBREVIATIONS
CHAPTER I INTRODUCTION
1.1 Research Background
1.2 Research Problem Statements
1.3 Research Purposes
1.4 Research Significances
1.5 Research Limitations
1.6 Research Questions
1.7 Previous Studies
1.8 Definition of Key Terms
CHAPTER Ⅱ LITERATURE REVIEW
2.1 Problem-Based Learning （PBL） Method
2.1.1 A Brief History of the PBL Method
2.1.2 The Definition of PBL method
2.1.3 The Learning Goals of PBL method
2.1.4 The Teacher rs Role in PBL
2.1.5 How to Implement PBL Method In the Classroom
2.2 General Understanding of Curriculum
2.2.1 Curriculum Approaches
2.2.2 Definition of Curriculum
2.2.3 Curriculum Development
2.2.4 Curriculum Implementation
2.3 The 2013 Curriculum （K13） in Indonesia
2.3.1 A Brief History of K13
2.3.2 K13 Development
2.3.3 The Implementation ofK13 in English Language Teaching
2.3.4 The Assessment of K13
2.4 Teaching English Reading Text in Senior High School
2.4.1 English Reading Types
2.4.2 PBL Method in K13 on Teaching English Reading Text
CHAPTER Ⅲ RESEARCH METHODOLOGY
3.1 Research Method
3.1.1 Phase 1 - Quantitative Data
3.1.2 Phase 2 - Qualitative Data
3.2 Conceptual Framework
CHAPTER IV FINDINGS AND DISCUSSIONS OF QUANTITATIVEDATA
4.1 The Demography of Participants, Information
4.2 The Teachers’ Implementation of PBL Method in K13 onTeaching English Reading Text to Senior High School Students
4.3 The effects of PBL method implementation on senior highschool students5 ability in understanding English reading text
4.4 The Teachers' Interpretation of PBL Method in K13 on Teaching EnglishReading Text to Senior High School Students
4.5 The Factors that Influence Teachers* Implementation andInterpretation of PBL Method in K13 on Teaching English ReadingText to Senior High School Students
4.6 The Summary
CHAPTER Ⅴ FINDINGS AND DISCUSSIONS OF QUALITATIVE DATA
5.1 The Information of Teachers5 Personality
5.2 Teachers’ Implementation of PBL Method in K13 on TeachingEnglish Reading Text to Senior High School
5.2.1 Teaching Implementation
5.2.2 Teaching Documents
5.3 Teachers5 Interpretation of PBL Method in K13 on TeachingEnglish Reading Text to Senior High School
5.3.1 Engaging Students in the Problem and Observing
5.3.2 Organizing/Managing the Students and Questioning
5.3.3 Guiding Individual and Group Investigation and Experimenting
5.3.4 Developing and Presenting the Students' Work Result and Associating
5.3.5 Analysing and Evaluating the Problem-solving Process and Communicating/Networking
5.4 The Factors that Influence Teachers, Implementation and Interpretation of PBL Method in K13 on Teaching English Reading Text to Senior High School Students
5.4.1 Students, Factors
5.4.2 Teachers’Factors
5.4.3 Time Allocation to Implement PBL Steps
5.4.4 Facilities and Infrastructures
5.5 The Summary
CHAPTER VI CONCLUSIONS AND RECOMMENDATIONS
6.1 Conclusions
6.1.1 The Teachers9 Implementation of PBL Method in K13 on TeachingEnglish Reading Text to Senior High School Students
6.1.2 The effects of PBL method implementation on senior high schoolstudents' ability in understanding English reading text
6.1.3 The Teachers' Interpretation of PBL Method in K13 on Teaching EnglishReading Text to Senior High School Students
6.1.4 The Factors that Influence Teachers’ Implementation and Interpretationof PBL Method in K13 on Teaching English Reading Text to Senior High SchoolStudents
6.2 Recommendations
6.2.1 Indonesian Ministry of Education and Culture （IMoEC）
6.2.2 Senior High School English Teachers
6.2.3 Further Research
REFERENCES
本文編號：3021777
本文鏈接：http://sikaile.net/waiyulunwen/yingyulunwen/3021777.html
最近更新
教材專著
