關(guān)鍵詞“5E教學(xué)模式”是一種探究式教學(xué)法指導(dǎo)下的教學(xué)模式,更傾向于以學(xué)生為中心,通過運用調(diào)查和合作的方法解決問題;強調(diào)通過小組合作交流討論學(xué)習(xí)促進學(xué)生對新知識的建構(gòu)�！�5-E”教學(xué)模式分為5個學(xué)習(xí)階段:參與(Engagement)、探究(Exploration)、解釋(Explanation)、細化與拓展(Elaboration)評價(Evaluation)。本篇論文則更加注重將5E教學(xué)模式的基本概念與英語的社會性學(xué)科特征相結(jié)合,創(chuàng)造性的將5E模式應(yīng)用于初中英語閱讀的課堂教學(xué)中,觀察它能否在英語閱讀方面促進學(xué)生英語能力的發(fā)展。因此,本研究將5E模式這一探究式學(xué)習(xí)方法應(yīng)用于初中英語閱讀教學(xué)課堂,主要探討以下三個研究問題:問題一:實驗前后學(xué)習(xí)者對英語閱讀學(xué)習(xí)的態(tài)度有什么改變?問題二:5E模式的應(yīng)用對學(xué)生英語閱讀方面的自主學(xué)習(xí)能力有什么影響?問題三:5E模式的使用是否能夠提高學(xué)生的英語閱讀成績?實驗持續(xù)一個學(xué)期。本實驗的研究參與者為遼寧省錦州市第八初級中學(xué)初二年級的兩個班共80名學(xué)生。在試驗過程中,六班與五班被隨機命名為實驗班與控制班。實驗班采用5E教學(xué)模式進行教學(xué),控制班使用傳統(tǒng)教學(xué)法(P...

【文章頁數(shù)】：86 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the study
    1.2 Purpose and significance of the study
    1.3 The overall structure of the thesis
Chapter Two Literature Review
    2.1 Overview of IBL
        2.1.1 Definition of IBL
        2.1.2 The researches of IBL
    2.2 English Reading
        2.2.1 The definition of English reading
        2.2.2 Reading Model
        2.2.3 Research on English reading
    2.3 A Review of5E Model
        2.3.1 Introduction of5E model
        2.3.2 Researches of5E model
        2.3.3 The comparison of the two approaches
    2.4 Theoretical basis
        2.4.1 Constructivism
        2.4.2 Student-centered Theory
        2.4.3 Learning by doing
    2.5 A practical application of5E model in English reading class in junior high school
    2.6 Summary
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Research participants
    3.3 Research instruments
        3.3.1 Questionnaire
            3.3.1.1 Introduction of questionnaireⅠ
            3.3.1.2 Reliability test of questionnaireⅠ
            3.3.1.3 Introduction of questionnaireⅡ
            3.3.1.4 Reliability test of questionnaireⅡ
        3.3.2 Reading test
        3.3.3 Interview
        3.3.4 SPSS software
    3.4 Research procedures
    3.5 Teaching process in CC and EC
        3.5.1 Teaching process in CC
        3.5.2 Teaching process in EC
Chapter Four Analysis and discussion
    4.1 Data analysis of tests
        4.1.1 Data analysis of the pre-test
        4.1.2 Data analysis of the posttest
    4.2 Result and analysis of questionnaireⅠ
        4.2.1 Data analysis of pre questionnaireⅠin EC and CC
            4.2.1.1 Analysis of the pre-questionnaireⅠresults in EC and CC
        4.2.2 Data analysis of pre-post questionnaireⅠin EC
            4.2.2.1 Analysis of the pre-post questionnaireⅠresults in EC
    4.3 Result and analysis of questionnaireⅡ
        4.3.1 Data analysis of the pre-questionnaireⅡbetween EC and CC
            4.3.1.1 Analysis of the pre-questionnaireⅡresults in EC and CC
        4.3.2 Data analysis of pre-post questionnaireⅡin EC
            4.3.2.1 Analysis of the pre-post questionnaireⅡresults in EC
    4.4 Result and analysis of the interview
    4.5 Summary
Chapter Five Conclusion
    5.1 The major findings
    5.2 Pedagogical implications
    5.3 The limitations
    5.4 Suggestions
Reference
Appendices
    AppendixⅠ Pretest
    AppendixⅡ Posttest
    AppendixⅢ Questionnaire1
    AppendixⅣ Questionnaire2
    Appendix Ⅴ Interview questions
Acknowledgements
The list of the research papers published by author



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