本文選題：初中英語(yǔ)　切入點(diǎn)：閱讀教學(xué)　出處：《上海師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：初中生大多在閱讀理解內(nèi)容的學(xué)習(xí)里顯示出短板,這與中國(guó)的應(yīng)試教育與學(xué)生積累匱乏等現(xiàn)狀有關(guān),縱使有輔導(dǎo)班、補(bǔ)習(xí)班,也無(wú)法根本緩解問(wèn)題。本文運(yùn)用張學(xué)新提出的“對(duì)分教學(xué)”模式,來(lái)探討初中英語(yǔ)閱讀教學(xué)實(shí)行對(duì)分后的效果。首先,通過(guò)分析國(guó)內(nèi)外文獻(xiàn)對(duì)當(dāng)下對(duì)分教學(xué)之施行情況、理論依據(jù)、各環(huán)節(jié)等進(jìn)行研究,特別是張學(xué)新“對(duì)分理論”研究的緣起與發(fā)展,瞻望前人成果與借鑒經(jīng)驗(yàn)。接著,本文采用實(shí)驗(yàn)法、訪談法來(lái)進(jìn)行“對(duì)分后成績(jī)、對(duì)分后學(xué)生與老師能力、高效對(duì)分的影響因素”這3個(gè)角度加以研究,力求用可觀可驗(yàn)證的數(shù)據(jù)、一手的資源保證研究的科學(xué)嚴(yán)謹(jǐn)。研究發(fā)現(xiàn):通過(guò)對(duì)兩個(gè)班成績(jī)的T檢測(cè)分析,我們發(fā)現(xiàn)了對(duì)分教學(xué)模式能逐步提高大多數(shù)學(xué)生的閱讀成績(jī);通過(guò)對(duì)兩個(gè)班學(xué)生能力的量表卡方檢測(cè)分析,我們發(fā)現(xiàn)對(duì)分教學(xué)能提高學(xué)生的閱讀分析、理解和合作學(xué)習(xí)等能力,尤其是理解和合作能力;通過(guò)采用控制變量法研究3個(gè)影響對(duì)分效果的因素,我們借助卡方檢測(cè)明白了對(duì)分教學(xué)里隔堂對(duì)分比當(dāng)堂對(duì)分更適宜初中英語(yǔ)閱讀教學(xué);而課堂對(duì)分的學(xué)生環(huán)節(jié)一定要先內(nèi)化再討論,比討論后再內(nèi)化多了一個(gè)理解、資料整合處理的收效;此外組內(nèi)異質(zhì)的小組形式進(jìn)行互動(dòng)更能保證對(duì)分的高效�？傊�,“對(duì)分模式”有極大的效果,不僅能逐漸提高學(xué)生的閱讀成績(jī),還能提高學(xué)生的閱讀分析水平、拓展閱讀興趣和擴(kuò)大范圍。最后,文章結(jié)合研究結(jié)果,針對(duì)幾大主體分別提出了探究對(duì)分有效的一系列必需措施與保證,以期給研究者或?qū)嵭袑?duì)分改革的同行提出中肯的建議。
[Abstract]:Most of the junior high school students show a short board in reading comprehension, which is related to the current situation of China's exam-oriented education and the lack of students' accumulation, even if there are tutoring classes, cram schools, etc. This paper uses the "split teaching" model proposed by Zhang Xuexin to explore the effect of the teaching of reading in junior high school. First of all, through the analysis of the domestic and foreign literature on the implementation of the current teaching of divided teaching. The theoretical basis, various links and so on, especially the origin and development of Zhang Xuexin's study on the "split theory", look forward to the previous achievements and experience. Then, this paper adopts the experimental method and the interview method to carry out "the results after the split". The factors that affect the ability of students and teachers and the factors that affect the scores are studied from these three angles, and they strive to use considerable and verifiable data. The first hand resource assurance research scientific rigorous. The study found: through the two classes score T test analysis, we found that the teaching model can gradually improve the majority of students' reading scores; Through the chi-square test of the students' ability in two classes, we find that the teaching can improve the students' ability of reading analysis, understanding and cooperative learning, especially the ability of understanding and cooperation. By using the method of controlling variables to study the three factors that affect the effect of sub-teaching, we find out by means of chi-square test that it is more suitable for junior middle school English reading teaching in the separate class than in the middle school. The students in the classroom must first internalize and then discuss, more understanding than after the discussion, data integration and processing results; In addition, the heterogeneity of group interaction within the group can ensure the efficiency of score. In short, the "sub-model" has a great effect, not only can gradually improve the students' reading performance, but also can improve the students' reading analysis level. Finally, combined with the results of the research, this paper puts forward a series of necessary measures and guarantees to explore the effectiveness of sub-points, in order to give the researchers or peers implementing the reform of sub-points some pertinent suggestions.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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