本文選題：支架式教學(xué) + 高中英語(yǔ)閱讀�。� 參考：《渤海大學(xué)》2017年碩士論文

【摘要】：閱讀是四項(xiàng)基本技能(聽(tīng),說(shuō),讀,寫)中最重要的技能之一。此外,閱讀是提高學(xué)生綜合語(yǔ)言運(yùn)用能力的主要途徑。因此,加強(qiáng)閱讀教學(xué)是高中英語(yǔ)教學(xué)必不可少的環(huán)節(jié)。高中英語(yǔ)教學(xué)的中心環(huán)節(jié)和重要任務(wù)是培養(yǎng)和提高學(xué)生的閱讀理解能力。近幾年來(lái),許多專家和學(xué)者更加關(guān)注閱讀教學(xué)的研究并且探索了一些新的教學(xué)模式以期提高學(xué)生的閱讀能力。支架式教學(xué)模式是源于維果斯基的“最近發(fā)展區(qū),以建構(gòu)主義學(xué)習(xí)理論為基礎(chǔ)的一種重要的教學(xué)方法。教師通過(guò)為學(xué)生提供一套恰當(dāng)?shù)妮o助支架,創(chuàng)設(shè)情景,幫助學(xué)生計(jì)劃、執(zhí)行及實(shí)現(xiàn)學(xué)習(xí)目標(biāo)。支架式閱讀模式,以搭建腳手架、進(jìn)入情景、獨(dú)立探索、合作學(xué)習(xí)、效果評(píng)價(jià)為基本程序。本研究旨在把支架式教學(xué)運(yùn)用到英語(yǔ)閱讀教學(xué)中來(lái)證明其在英語(yǔ)教學(xué)中的顯著作用。本論文主要關(guān)注兩個(gè)問(wèn)題:1.支架式教學(xué)能夠影響學(xué)生的英語(yǔ)閱讀策略嗎?2.支架式教學(xué)能夠幫助學(xué)生提高英語(yǔ)閱讀成績(jī)嗎?為了證明這兩個(gè)問(wèn)題,作者在2016年9月至12月進(jìn)行為期四個(gè)月的實(shí)驗(yàn),此次實(shí)驗(yàn)的受試者是錦州市第二高級(jí)中學(xué)兩個(gè)平行班級(jí)的113名高二學(xué)生。在實(shí)驗(yàn)班采取應(yīng)用支架理論的英語(yǔ)閱讀教學(xué)方式,而在控制班采用傳統(tǒng)的英語(yǔ)教學(xué)方式。運(yùn)用同一份問(wèn)卷分別用于實(shí)驗(yàn)前前后,學(xué)生在閱讀過(guò)程中使用英語(yǔ)策略的情況以及改變。此外,該研究通過(guò)前測(cè)和后測(cè)的成績(jī)對(duì)比來(lái)檢驗(yàn)受試者的閱讀成績(jī)是否提高。與此同時(shí),為了收集更有力的證據(jù)和信息,筆者在實(shí)驗(yàn)班進(jìn)行了一次訪談。最后,所有數(shù)據(jù)都被輸入電腦并由SPSS19.0軟件進(jìn)行處理分析,得出實(shí)驗(yàn)結(jié)果。經(jīng)過(guò)對(duì)實(shí)驗(yàn)數(shù)據(jù)的收集和分析,本文的主要發(fā)現(xiàn)是,在經(jīng)過(guò)四個(gè)月的支架式閱讀教學(xué)之后,學(xué)生能夠使用更多的閱讀策略去指導(dǎo)他們的閱讀。同時(shí),支架式教學(xué)方法可以幫助學(xué)生提高英語(yǔ)閱讀成績(jī)。最后,在本文的結(jié)論部分,筆者在反思了該研究的局限性的同時(shí),也對(duì)此項(xiàng)研究對(duì)未來(lái)的閱讀教學(xué)和相關(guān)研究的建議進(jìn)行了表述。
[Abstract]:Reading is one of the four most important skills (listening, speaking, reading and writing). In addition, reading is the main way to improve students' comprehensive language use ability. Therefore, strengthening the teaching of reading is an essential link in high school English teaching. The central link and important task of English teaching in senior high school is to cultivate and improve students' reading comprehension ability. In recent years, many experts and scholars have paid more attention to the study of reading teaching and explored some new teaching models in order to improve students' reading ability. The scaffolding teaching model is an important teaching method based on constructivism learning theory, which originates from Vygoski's "proximal development zone". Teachers help students plan, implement and achieve their learning goals by providing them with an appropriate set of auxiliary scaffolding to create scenarios. Scaffold reading mode, to build scaffolding, into the scene, independent exploration, cooperative learning, effect evaluation as the basic procedure. The purpose of this study is to apply scaffolding teaching to English reading teaching to prove its significance in English teaching. This paper focuses on two questions: 1. Can scaffolding teaching affect students' reading strategies? Can scaffolding help students improve their English reading scores? To prove these two problems, the author conducted a four-month experiment between September and December 2016. The subjects in the experiment were 113 students in two parallel classes in Jinzhou No. 2 Senior Middle School. In the experimental class, the scaffold theory is applied to the teaching of English reading, while the traditional teaching method is adopted in the control class. The same questionnaire was used before and after the experiment. In addition, the study examined whether the subjects' reading scores improved by comparing their pre-and post-test scores. At the same time, in order to collect more powerful evidence and information, the author conducted an interview in the experimental class. Finally, all the data are input into the computer and processed by SPSS19.0 software, and the experimental results are obtained. Through the collection and analysis of experimental data, the main findings of this paper are that after four months of scaffolding reading teaching, students can use more reading strategies to guide their reading. At the same time, the scaffolding teaching method can help students improve their English reading scores. Finally, in the conclusion part, the author not only reflects on the limitations of the study, but also gives some suggestions on the future reading teaching and related research.
【學(xué)位授予單位】：渤海大學(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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