受長(zhǎng)期的傳統(tǒng)應(yīng)試教育影響,我國(guó)英語(yǔ)教學(xué)中仍存在著“學(xué)用分離”的現(xiàn)象。根據(jù)這一問題,文秋芳教授提出了具有中國(guó)特色的外語(yǔ)學(xué)習(xí)理論——“產(chǎn)出導(dǎo)向法”。至今,基于該理論已經(jīng)開展了多次教學(xué)實(shí)驗(yàn),但均應(yīng)用在大學(xué)英語(yǔ)課堂教學(xué)中。因?yàn)殚喿x作為英語(yǔ)學(xué)習(xí)中主要的輸入方式,與寫作和思辨能力關(guān)系密切。所以為了探究產(chǎn)出導(dǎo)向法是否適用于高中的英語(yǔ)教學(xué),本研究基于產(chǎn)出導(dǎo)向法的相關(guān)教學(xué)理念,將其應(yīng)用于高中英語(yǔ)閱讀教學(xué)中,進(jìn)行了一個(gè)學(xué)期的實(shí)證研究,旨在回答以下三個(gè)問題:1、基于產(chǎn)出導(dǎo)向法的高中英語(yǔ)閱讀教學(xué)對(duì)學(xué)生的閱讀動(dòng)機(jī)有多大程度的影響?2、基于產(chǎn)出導(dǎo)向法的高中英語(yǔ)閱讀教學(xué)對(duì)學(xué)生的思辨能力有多大程度的影響?3、基于產(chǎn)出導(dǎo)向法的高中英語(yǔ)閱讀教學(xué)對(duì)學(xué)生的閱讀成績(jī)有多大程度的影響?本實(shí)驗(yàn)于2019年9月至2020年1月在錦州市某高中高一年級(jí)兩個(gè)平行班進(jìn)行,其中控制班（11班）和實(shí)驗(yàn)班（12班）各50人。實(shí)驗(yàn)中,同一個(gè)教師在控制班采用傳統(tǒng)教學(xué)法,在實(shí)驗(yàn)班采用產(chǎn)出導(dǎo)向法教學(xué)。利用SPSS 19.0對(duì)實(shí)驗(yàn)中的數(shù)據(jù)進(jìn)行分析。實(shí)驗(yàn)結(jié)果表明,經(jīng)過一個(gè)學(xué)期的實(shí)證研究后,實(shí)驗(yàn)班學(xué)生的閱讀動(dòng)機(jī)在閱讀好奇這個(gè)維度上輕微提高,在閱讀挑戰(zhàn)、閱讀順從... 

【文章來源】：渤海大學(xué)遼寧省

【文章頁(yè)數(shù)】：77 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the study
    1.2 Purpose and significance of the research
    1.3 Overall structure of the research
Chapter Two Literature review
    2.1 Production-oriented Approach(POA)
        2.1.1 Development of Production-oriented Approach
        2.1.2 Theoretical system of Production-oriented Approach
        2.1.3 The Output of Production-oriented Approach
    2.2 English reading teaching
        2.2.1 Definition of Reading
        2.2.2 Studies on English reading teaching abroad
        2.2.3 Studies on English reading teaching at home
    2.3 The Application of Production-oriented Approach
        2.3.1 Studies on the application of Production-oriented Approach
        2.3.2 Studies on relationship between Production-oriented Approach and Reading ability
    2.4 Summary
Chapter Three Research methodology and methods
    3.1 Research questions
    3.2 Research participants
    3.3 Research instruments
        3.3.1 Questionnaire
        3.3.2 Test
    3.4 Research procedure
        3.4.1 Pre-test
        3.4.2 Pre-questionnaire
        3.4.3 Teaching procedure in CC and EC
        3.4.4 Post-test
        3.4.5 Post-questionnaire
    3.5 Data collection
Chapter Four Data analysis and discussion
    4.1 Data analysis and discussion of students’reading motivation
        4.1.1 Data analysis and discussion of pre-questionnaire I between CC and EC
        4.1.2 Data analysis and discussion of post-questionnaire I between CC and EC
    4.2 Data analysis and discussion of students’critical thinking skills
        4.2.1 Data analysis and discussion of pre-questionnaire II between CC and EC
        4.2.2 Data analysis and discussion of post-questionnaire II in CC and EC
    4.3 Data analysis and discussion of tests
        4.3.1 Data analysis and discussion of pre-test
        4.3.2 Data analysis and discussion of post-test
    4.4 Data analysis and discussion of correlation between students’reading achievement andsummary writing
    4.5 Summary
Chapter Five Conclusion
    5.1 Major findings
    5.2 Pedagogical implications
    5.3 Limitations
    5.4 Suggestions for future Research
References
Appendix Ⅰ Questionnaire Ⅰ on English reading motivation of high school students..
Appendix Ⅱ Questionnaire Ⅱ on critical thinking skills of high school students
Appendix Ⅲ Pre-test
Appendix Ⅳ Post-test
Appendix Ⅴ Scores of pre-test and post-test
Appendix Ⅵ Samples of Summary writing
Appendix Ⅶ Scores of Summary writing
Acknowledgements
The list of the research papers published by author



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