本文關鍵詞：自主探究模式在高中英語閱讀教學中的應用　出處：《山東師范大學》2017年碩士論文　論文類型：學位論文

  更多相關文章： 自主探究 高中英語 閱讀教學

【摘要】：閱讀是提高學生綜合語言運用能力的主要途徑,在聽、說、讀、寫、譯各項語言技能中占重要地位。因此,加強閱讀教學,培養(yǎng)和提高學生的自主探究閱讀能力是高中英語教學的中心環(huán)節(jié)。自主探究模式通過引起學生興趣,同時感受到學科知識是自己親自動腦動手自主探究發(fā)現(xiàn)的,從而引導學生自主學習,促使學生進行主動自覺地建構內(nèi)在知識的教學模式。自主探究使每個學生能在教師的引導下積極主動地去探索、去學習,并利用網(wǎng)絡等多媒體資源,通過小組合作,加強學生與學生間的合作交流,使學生學會求知、學會學習,從而做到根據(jù)教學目標,按照教師的指導,制定有效的學習計劃和學習策略、有效完成各種學習任務的創(chuàng)造性學習活動,改變傳統(tǒng)的教師“滿堂灌”的教學模式,實現(xiàn)“以教師為主導,以學生為主體”課堂教學模式。在筆者從教15年工作中發(fā)現(xiàn),目前高中學生的英語閱讀理解能力水平普遍不高,并在一定程度上影響并制約了英語綜合運用能力的提高。在英語課堂教學以及考試成績結果顯示出學生閱讀目的不明確,功利性較強;詞匯量小,閱讀習慣差;閱讀方法不科學,缺乏閱讀技巧等問題�；陂喿x的重要性,筆者在教學實踐中創(chuàng)設了以學生為主體,通過設置情境等不同方式引起學生閱讀興趣,激發(fā)學生自主探究,培養(yǎng)學生自主探究的閱讀教學模式,以語言應用能力為目標,探求一條有效提高高中生閱讀能力的新途徑。本研究從青島第十六中學高中二年級選取兩個同層次班級作為實驗主體,分別作為實驗班和控制班。兩個班在課堂紀律、學習成績等方面都比較接近。教學實驗從2015年9月開始,到2016年7月結束,共10個月。筆者通過測試、調(diào)查問卷的形式來收集數(shù)據(jù)。同時,筆者對課堂教學過程進行了觀察和記錄。實驗后筆者通過Excel對數(shù)據(jù)進行了分析,分析結果證明了自主探究教學模式在英語閱讀課堂中應用的有效性。同時,通過調(diào)查問卷從學習動機、學習策略兩個方面分析自主探究閱讀教學模式的應用對學生學習能力發(fā)展的影響。本研究提出了自主探究教學模式在高中英語閱讀教學的模式框架,并用兩篇具體教學課例進行了說明。研究結果表明高中英語自主探究模式進行閱讀教學實驗是有效的,而且從平時課堂觀察來看,實驗班學生思維活躍,勇于發(fā)表自己的見解,課堂參與的積極性較高,合作意識較強,語言表達意識能力較強。自主探究教學模式對高中生英語閱讀能力的提高有較為顯著的效果且有利于學生自主學習能力的發(fā)展。
[Abstract]:Reading is the main way to improve students' comprehensive language use ability, and plays an important role in listening, speaking, reading, writing and translating. Therefore, the teaching of reading should be strengthened. Cultivating and improving students' ability to explore and read autonomously is the central link of English teaching in senior high school. The mode of autonomous inquiry can arouse students' interest and at the same time feel that the subject knowledge is discovered by themselves. So as to guide the students to learn independently, and urge the students to construct the teaching mode of internal knowledge voluntarily and consciously. Autonomous inquiry enables each student to explore and learn actively under the guidance of the teacher. And make use of multimedia resources such as network, through group cooperation, strengthen the cooperative communication between students and students, make students learn to seek knowledge, learn to learn, so as to achieve according to the teaching objectives, according to the guidance of teachers. Making effective learning plan and learning strategy, effectively completing the creative learning activities of various learning tasks, changing the traditional teaching mode of "full classroom irrigation", and realizing "teacher-oriented". After 15 years of teaching, the author finds that the English reading comprehension ability of senior high school students is generally not high. To some extent, it influences and restricts the improvement of English comprehensive ability. The results of English teaching and examination show that the students' reading purpose is not clear and utilitarian; Small vocabulary, poor reading habits; Based on the importance of reading, the author has created the students as the main body, through setting up different ways to arouse students' interest in reading. Stimulate students to explore independently, cultivate students' reading teaching mode of self-inquiry, with the language application ability as the goal. In order to find a new way to improve the reading ability of senior high school students, this study selects two classes of the same level from the second grade of Qingdao 16th Middle School as the main body of the experiment. As the experimental class and the control class, the two classes are relatively close in terms of classroom discipline, academic achievement, etc. The teaching experiment began on September 2015 and ended on July 2016. A total of 10 months. The author collected data through testing and questionnaire. At the same time, the author observed and recorded the classroom teaching process. After the experiment, the author analyzed the data through Excel. The results of the analysis prove the effectiveness of the application of the autonomous inquiry teaching model in the English reading class. At the same time, the questionnaire is used to analyze the learning motivation. This paper analyzes the influence of the application of autonomous inquiry reading teaching model on the development of students' learning ability from two aspects of learning strategy. This study puts forward the framework of independent inquiry teaching mode in senior high school English reading teaching. The results show that the self-inquiry model is effective in reading teaching in senior high school, and the students in the experimental class are active in thinking. Courage to express their views, classroom participation is more positive, a strong sense of cooperation. The autonomous inquiry teaching model has a significant effect on the improvement of high school students' English reading ability and is conducive to the development of students' autonomous learning ability.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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