支架式教學(xué)對(duì)初中生英語(yǔ)聽力成績(jī)和學(xué)習(xí)自主性的影響
發(fā)布時(shí)間：2021-07-13 23:38
在日常交流和語(yǔ)言學(xué)習(xí)中,聽力不僅是獲得信息的重要途徑,也是學(xué)習(xí)其他語(yǔ)言技能的基礎(chǔ)條件。然而,在現(xiàn)實(shí)中,對(duì)于很多初中學(xué)生而言,上聽力課就像參加聽力測(cè)試,而不是獲得提高技能的指導(dǎo)。由于學(xué)生的學(xué)習(xí)自主性情況也差強(qiáng)人意,他們未能利用豐富的課外材料學(xué)習(xí)聽力。鑒于支架式教學(xué)主張通過(guò)為學(xué)生在學(xué)習(xí)中提供適合的支架來(lái)建立新舊知識(shí)之間的聯(lián)系,從而幫助他們獨(dú)立完成學(xué)習(xí)任務(wù),可以認(rèn)為支架式教學(xué)的目的就是培養(yǎng)擁有學(xué)習(xí)自主性的獨(dú)立自主的學(xué)習(xí)者。因此,本文選擇支架式教學(xué)來(lái)考察探討這一方法對(duì)初中生英語(yǔ)聽力成績(jī)和學(xué)習(xí)自主性的影響。筆者在本文中提出了三個(gè)研究問(wèn)題。第一,支架式教學(xué)對(duì)學(xué)生的聽力成績(jī)有什么影響?第二,支架式教學(xué)如何影響不同聽力水平學(xué)生的聽力成績(jī)?第三,支架式教學(xué)對(duì)學(xué)生的聽力學(xué)習(xí)自主性有什么影響?筆者選取了深圳市某學(xué)校初三年級(jí)的兩個(gè)班的44名和43名同學(xué)分別作為實(shí)驗(yàn)班與控制班為研究對(duì)象,進(jìn)行了為期16個(gè)星期的研究。針對(duì)第一個(gè)問(wèn)題,筆者采取了質(zhì)性研究和量化研究結(jié)合的研究方法。通過(guò)前測(cè)證實(shí)實(shí)驗(yàn)班和控制班為平行班后,在控制班使用傳統(tǒng)教學(xué)法進(jìn)行聽力教學(xué)而在實(shí)驗(yàn)班用支架式教學(xué)法進(jìn)行教學(xué)。在實(shí)驗(yàn)結(jié)束時(shí)對(duì)兩個(gè)班以同一份試卷進(jìn)...
【文章來(lái)源】：陜西師范大學(xué)陜西省 211工程院校 教育部直屬院校
【文章頁(yè)數(shù)】：101 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Instruction
1.1 Research Background
1.1.1 The Importance of English Listening Comprehension
1.1.2 The Current Situation of English Listening Comprehension Instruction atJunior High School
1.2 Significance and Innovation of the Current Research
1.2.1 Research Significance
1.2.2 Research Innovation
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Theoretical Foundation of Scaffolding Instruction
2.1.1 Zone of Proximal Development
2.1.2 Constructivism Theory
2.2 Scaffolding Instruction
2.2.1 Definition
2.2.2 Types and Characteristics
2.2.3 Implementation of Scaffolding Instruction
2.3 Learning Autonomy
2.3.1 Definition
2.3.2 Components
2.4 Research on Scaffolding Instruction (SI) at Home and Abroad
2.4.1 Research on SI on English Listening Comprehension Performance
2.4.2 Research on SI on Learning Autonomy
2.5 The Relationship between Scaffolding Instuction and Learning Autonomy
Chapter Three Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Quantitative Research
3.3.2 Qualitative Research
3.4 Research Procedures
3.5 Data Collection and Analysis
3.6 Scaffolding Instruction Implementation
Chapter Four Results and Discussion
4.1 Results and Discussion of Students' Performance in English Listening
4.1.1 Results of Performance in the Examination
4.1.2 Results of EC's Performance in Multiple Choice Questions andBlank-filling Questions
4.1.3 Discussion of Performance in the Examination
4.1.4 Discussion of EC's Performance in Multiple Choice Questions andBlank-filling Questions
4.2 Results and Discussion of How Scaffolding Instruction (SI) Affects EnglishListening Performance
4.2.1 Group A Students
4.2.2 Group B Students
4.2.3 Group C Students
4.2.4 Discussion of How SI Affects English Listening Performance
4.3 Results and Discussion of Students' Learning Autonomy
4.3.1 Decision-making
4.3.2 Beliefs about Their Own and Teachers' Roles
4.3.3 Motivation
4.3.4 Metacognitive Strategy Use
4.3.5 Discussion of How Scaffolding Instruction Affects Students' learningautonomy
Chapter Five Conclusion
5.1 Main Findings
5.2 Implications
5.3 Limitations and Suggestions
References
Appendices
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ
攻讀碩士學(xué)位期間的科研成果
【參考文獻(xiàn)】：
期刊論文
[1]多模態(tài)支架式教學(xué)對(duì)提升英語(yǔ)自主學(xué)習(xí)能力的實(shí)證研究[J]. 曹明,曹艷琴. 蘭州教育學(xué)院學(xué)報(bào). 2018(12)
[2]初中英語(yǔ)聽說(shuō)教學(xué)存在的問(wèn)題與對(duì)策[J]. 張鳳. 教育理論與實(shí)踐. 2018(35)
[3]移動(dòng)學(xué)習(xí)環(huán)境下大學(xué)生課堂學(xué)習(xí)自主性提升[J]. 熊蕾. 中國(guó)成人教育. 2018(19)
[4]基于上海英語(yǔ)高考改革的聽說(shuō)教學(xué)實(shí)踐探究[J]. 劉森,陳依瑾. 外語(yǔ)電化教學(xué). 2018(05)
[5]優(yōu)化對(duì)分課堂講授,提升學(xué)生學(xué)習(xí)自主性[J]. 陳瑞豐,張學(xué)新. 教育教學(xué)論壇. 2018(43)
[6]支架式教學(xué)在初中英語(yǔ)寫作教學(xué)中的應(yīng)用[J]. 張曉華,楊宏. 教育現(xiàn)代化. 2018(38)
[7]跨文化交際視角下的英語(yǔ)聽說(shuō)譯的靈活演繹——評(píng)《英語(yǔ)聽說(shuō)譯與跨文化交際》[J]. 何蕓. 高教探索. 2018(09)
[8]論“聽說(shuō)讀寫譯”結(jié)合提高英語(yǔ)聽力的可行性[J]. 尹虹霓. 文化創(chuàng)新比較研究. 2018(12)
[9]淺談?dòng)⒄Z(yǔ)聽、讀與英語(yǔ)語(yǔ)言技能輸入的關(guān)系[J]. 邱鵬程. 當(dāng)代教育實(shí)踐與教學(xué)研究. 2018(03)
[10]淺談支架式教學(xué)在初中英語(yǔ)聽力中的運(yùn)用[J]. 劉妙青. 學(xué)園. 2017(32)
本文編號(hào)：3282948
【文章來(lái)源】：陜西師范大學(xué)陜西省 211工程院校 教育部直屬院校
【文章頁(yè)數(shù)】：101 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Instruction
1.1 Research Background
1.1.1 The Importance of English Listening Comprehension
1.1.2 The Current Situation of English Listening Comprehension Instruction atJunior High School
1.2 Significance and Innovation of the Current Research
1.2.1 Research Significance
1.2.2 Research Innovation
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Theoretical Foundation of Scaffolding Instruction
2.1.1 Zone of Proximal Development
2.1.2 Constructivism Theory
2.2 Scaffolding Instruction
2.2.1 Definition
2.2.2 Types and Characteristics
2.2.3 Implementation of Scaffolding Instruction
2.3 Learning Autonomy
2.3.1 Definition
2.3.2 Components
2.4 Research on Scaffolding Instruction (SI) at Home and Abroad
2.4.1 Research on SI on English Listening Comprehension Performance
2.4.2 Research on SI on Learning Autonomy
2.5 The Relationship between Scaffolding Instuction and Learning Autonomy
Chapter Three Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Quantitative Research
3.3.2 Qualitative Research
3.4 Research Procedures
3.5 Data Collection and Analysis
3.6 Scaffolding Instruction Implementation
Chapter Four Results and Discussion
4.1 Results and Discussion of Students' Performance in English Listening
4.1.1 Results of Performance in the Examination
4.1.2 Results of EC's Performance in Multiple Choice Questions andBlank-filling Questions
4.1.3 Discussion of Performance in the Examination
4.1.4 Discussion of EC's Performance in Multiple Choice Questions andBlank-filling Questions
4.2 Results and Discussion of How Scaffolding Instruction (SI) Affects EnglishListening Performance
4.2.1 Group A Students
4.2.2 Group B Students
4.2.3 Group C Students
4.2.4 Discussion of How SI Affects English Listening Performance
4.3 Results and Discussion of Students' Learning Autonomy
4.3.1 Decision-making
4.3.2 Beliefs about Their Own and Teachers' Roles
4.3.3 Motivation
4.3.4 Metacognitive Strategy Use
4.3.5 Discussion of How Scaffolding Instruction Affects Students' learningautonomy
Chapter Five Conclusion
5.1 Main Findings
5.2 Implications
5.3 Limitations and Suggestions
References
Appendices
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Appendix Ⅶ
攻讀碩士學(xué)位期間的科研成果
【參考文獻(xiàn)】：
期刊論文
[1]多模態(tài)支架式教學(xué)對(duì)提升英語(yǔ)自主學(xué)習(xí)能力的實(shí)證研究[J]. 曹明,曹艷琴. 蘭州教育學(xué)院學(xué)報(bào). 2018(12)
[2]初中英語(yǔ)聽說(shuō)教學(xué)存在的問(wèn)題與對(duì)策[J]. 張鳳. 教育理論與實(shí)踐. 2018(35)
[3]移動(dòng)學(xué)習(xí)環(huán)境下大學(xué)生課堂學(xué)習(xí)自主性提升[J]. 熊蕾. 中國(guó)成人教育. 2018(19)
[4]基于上海英語(yǔ)高考改革的聽說(shuō)教學(xué)實(shí)踐探究[J]. 劉森,陳依瑾. 外語(yǔ)電化教學(xué). 2018(05)
[5]優(yōu)化對(duì)分課堂講授,提升學(xué)生學(xué)習(xí)自主性[J]. 陳瑞豐,張學(xué)新. 教育教學(xué)論壇. 2018(43)
[6]支架式教學(xué)在初中英語(yǔ)寫作教學(xué)中的應(yīng)用[J]. 張曉華,楊宏. 教育現(xiàn)代化. 2018(38)
[7]跨文化交際視角下的英語(yǔ)聽說(shuō)譯的靈活演繹——評(píng)《英語(yǔ)聽說(shuō)譯與跨文化交際》[J]. 何蕓. 高教探索. 2018(09)
[8]論“聽說(shuō)讀寫譯”結(jié)合提高英語(yǔ)聽力的可行性[J]. 尹虹霓. 文化創(chuàng)新比較研究. 2018(12)
[9]淺談?dòng)⒄Z(yǔ)聽、讀與英語(yǔ)語(yǔ)言技能輸入的關(guān)系[J]. 邱鵬程. 當(dāng)代教育實(shí)踐與教學(xué)研究. 2018(03)
[10]淺談支架式教學(xué)在初中英語(yǔ)聽力中的運(yùn)用[J]. 劉妙青. 學(xué)園. 2017(32)
本文編號(hào)：3282948
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