根據(jù)普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017年版）,高中英語(yǔ)教學(xué)的目標(biāo)是培養(yǎng)學(xué)生的英語(yǔ)學(xué)科核心素養(yǎng)。為此,高中英語(yǔ)教學(xué)主要圍繞聽(tīng)、說(shuō)、讀、寫、看五項(xiàng)基本語(yǔ)言技能而展開(kāi)。閱讀作為五大技能之一,是高中英語(yǔ)教學(xué)中的重中之重。在2017年的普通高中英語(yǔ)課程標(biāo)準(zhǔn)中也對(duì)英語(yǔ)閱讀提出了多方面的要求。然而,在實(shí)際教學(xué)中,高中英語(yǔ)閱讀教學(xué)面臨著許多問(wèn)題和困難,這在很大程度上也影響了學(xué)生的閱讀興趣、閱讀效果甚至是整個(gè)英語(yǔ)學(xué)習(xí)狀況。針對(duì)高中生英語(yǔ)課堂閱讀效果不理想的問(wèn)題,筆者設(shè)計(jì)了一項(xiàng)行動(dòng)研究。本研究以維果茨基的最近發(fā)展區(qū)理論為理論基礎(chǔ),在支架原則指導(dǎo)下,設(shè)計(jì)高中英語(yǔ)課內(nèi)閱讀,旨在提高高中學(xué)生英語(yǔ)課內(nèi)閱讀興趣和閱讀效果,進(jìn)而發(fā)展學(xué)生的英語(yǔ)學(xué)科核心素養(yǎng)。具體研究問(wèn)題如下:（1）在基于支架式教學(xué)模式的英語(yǔ)課堂閱讀課上學(xué)生是否能夠提高英語(yǔ)閱讀興趣?（2）在基于支架式教學(xué)模式的英語(yǔ)課堂閱讀課上學(xué)生的英語(yǔ)閱讀字面理解,推理和評(píng)價(jià)技能和模仿與應(yīng)用技能是否提高?有何表現(xiàn)?本研究在貴州省龍里縣一所普通高中開(kāi)展,研究對(duì)象為龍里中學(xué)高一年級(jí)普通班的59名學(xué)生。整個(gè)教學(xué)行動(dòng)研究持續(xù)了四個(gè)多月,筆者通過(guò)支架式教學(xué)模式指導(dǎo)學(xué)生進(jìn)行了一系列的課... 

【文章來(lái)源】：貴州師范大學(xué)貴州省

【文章頁(yè)數(shù)】：75 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Research
    1.2 Objectives of the Research
    1.3 Methods of the Research
    1.4 Significance of the Research
    1.5 Organization of the thesis
Chapter Two Literature Review
    2.1 The Scaffolding Instruction Theory
        2.1.1 Theoretical Base：Zone of Proximal Development
        2.1.2 The Definitions of Scaffolding Instruction
        2.1.3 The Features of the Scaffolding Instruction
        2.1.4 The Procedures of Scaffolding Instruction
        2.1.5 Researches of Scaffolding Instruction Abroad and at Home
        2.1.6 Previous Researches on Scaffolding Instruction in ReadingClass
    2.2 Levels of Reading Comprehension
    2.3 Summary
Chapter Three Methodology
    3.1 Objectives of the Research
    3.2 Participants
    3.3 The Problem Analysis
        3.3.1 Pre-interview
        3.3.2 Problem Identification
    3.4 Solutions to the Major Problems
    3.5 Action Plan for20-Week Teaching
    3.6 Instruments for Data Collection and Treatment
        3.6.1 Post-Interview
        3.6.2 Teaching Journal
        3.6.3 Quiz on Reading
        3.6.4 Pretest,Post-test and Monthly Exams
        3.6.5 Students’Self-Summary for Reading
    3.7 Research Procedure
Chapter4 Implementation of the Action Plan
    4.1 Action in Stage One
    4.2 Action in Stage Two
    4.3 Action in Stage Three
    4.4 Action in Stage Four
    4.5 Reflection and Adjustment
Chapter Five Evaluation and Discussion
    5.1 Analysis of the Post Interview
    5.2 Analysis of Teaching Journal
    5.3 Results of Reading Quizzes
    5.4 Results of the Tests
        5.4.1 Results of Pretest and Post-test
        5.4.2 Results of Reading Cpmprehension in Monthly Exams
        5.4.3 Results of English Total Achievements in Monthly Exams
    5.5 Analysis of Students’Self-Summary
    5.6 Discussion
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications of the Research
    6.3 Limitations of the Research
    6.4 Suggestions for the Further Research
References
Appendix A
Appendix B
Appendix C



本文編號(hào)：2956173