在英語(yǔ)學(xué)習(xí)中,閱讀是一種重要的語(yǔ)言輸入方式,影響學(xué)生的語(yǔ)言能力和知識(shí)水平。閱讀課堂中學(xué)生的參與及能力會(huì)受到教學(xué)形式和教學(xué)方法的影響。然而,傳統(tǒng)的教學(xué)模式以教師為中心,學(xué)生不能有效地把獲取和處理信息的能力與學(xué)習(xí)語(yǔ)言知識(shí)的技能結(jié)合起來(lái)。為了平衡教學(xué)目標(biāo)、滿足當(dāng)前英語(yǔ)閱讀教學(xué)的要求,教育研究者們提出了多種英語(yǔ)閱讀教學(xué)模式。1998年,哈默在《如何教英語(yǔ)》一書中首次提出了ESA(參與,運(yùn)用和學(xué)習(xí))教學(xué)模式。與傳統(tǒng)的語(yǔ)言課堂教學(xué)模式相比,ESA教學(xué)模式靈活運(yùn)用和調(diào)整參與、學(xué)習(xí)和運(yùn)用三要素,把學(xué)生視為主體,提高學(xué)生參與。因此,本研究以建構(gòu)主義理論和圖式理論為基礎(chǔ),利用定量和定性研究技術(shù),以伊寧市第X中學(xué)高一年級(jí)兩個(gè)平行班的學(xué)生為研究對(duì)象旨在探討ESA教學(xué)模式對(duì)英語(yǔ)閱讀學(xué)習(xí)成績(jī)和學(xué)生參與的影響,并回答以下問(wèn)題:1.ESA教學(xué)模式對(duì)高一學(xué)生英語(yǔ)閱讀學(xué)業(yè)成績(jī)有何影響?2.ESA教學(xué)模式對(duì)高、中、低語(yǔ)言水平學(xué)生的英語(yǔ)閱讀學(xué)業(yè)成績(jī)有何影響?3.ESA教學(xué)模式對(duì)學(xué)生參與有何影響?在整個(gè)實(shí)驗(yàn)過(guò)程中,ESA教學(xué)模式在實(shí)驗(yàn)班實(shí)施,控制班采用PWP(讀前,讀中和讀后)教學(xué)模式。根據(jù)2020-2021第一學(xué)期成績(jī),三個(gè)...

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【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
        1.2.1 Academic Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Key Concepts
        2.1.1 ESA Teaching Model
        2.1.2 English Reading
        2.1.3 PWP Teaching Model
        2.1.4 Academic Achievement
        2.1.5 Student Participation
    2.2 Theoretical Basis
        2.2.1 Constructivist Learning Theory
        2.2.2 Schema Theory
    2.3 Research on ESA Teaching Model at Home and Abroad
        2.3.1 Research Abroad
        2.3.2 Research at Home
        2.3.3 Limitations of Previous Research
Chapter Three Research Design
    3.1 Research Aim
    3.2 Research Questions
    3.3 Research Subjects
    3.4 Research Instruments
        3.4.1 Test Papers
        3.4.2 Questionnaire
        3.4.3 Semi-structured Interview Outline
    3.5 Research Procedures
        3.5.1 Pre-testing
        3.5.2 Pre-questionnaire
        3.5.3 Teaching Experiments
        3.5.4 Post-testing
        3.5.5 Post-questionnaire
        3.5.6 Semi-structured Interview
        3.5.7 Data Analysis
Chapter Four Results and Discussion
    4.1 Analysis of Student’s Reading Performance
        4.1.1 EC and CC in Pre-test
        4.1.2 EC and CC in Post-test
        4.1.3 EC in Pre-test and Post-test
        4.1.4 Discussion
    4.2 Analysis of Reading Performance of Students with Different Language Levels
        4.2.1 Students with Advanced Level in EC
        4.2.2 Students with Intermediate Level in EC
        4.2.3 Students with Low Level in EC
        4.2.4 Discussion
    4.3 Analysis of Student Participation
        4.3.1 Overall Student Participation
        4.3.2 Three Dimensions in Pre-questionnaire and Post-questionnaire
        4.3.3 Discussion
    4.4 Analysis of Interview of Students
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
References
Appendix Ⅰ: Pre-test Paper
Appendix Ⅱ: Post-test Paper
Appendix Ⅲ: Questionnaire
Appendix Ⅳ: Interview
Appendix Ⅴ: Teaching Cases



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