指向深度學習的高中英語閱讀課教師問答行為改進的行動研究
發(fā)布時間：2021-11-10 15:20
隨著社會對深度學習能力的需求上升,如何在教學中培養(yǎng)深度學習能力成為教育界的熱點話題。外語課堂教學研究表明,教師有效的課堂問答行為是培養(yǎng)學生深度學習能力的重要渠道,高中英語學習的成功與否很大程度上取決于課堂互動中教師問答行為的有效性。但在目前高中英語閱讀教學中,教師的問答行為存在許多問題。例如,教師的提問內(nèi)容側重于對事實和細節(jié)等閱讀文本表層信息的獲取,而非對閱讀文本的深層含義的理解;教師的提問方式無法有效銜接語篇內(nèi)容,學生處于碎片化閱讀狀態(tài);教師理答行為未能有效評估學生的答案,提高學生回答的深度,反而削弱了學生的深度學習能力和解決問題的能力。課堂觀察發(fā)現(xiàn),英語閱讀課教師提問時,學生多數(shù)選擇沉默,課堂參與不足;在被動回答問題時,許多學生只能回答低階思維問題,淺層解讀閱讀文本,語言學習效率低。這暴露出高中英語閱讀課教師問答行為有效性低,學生閱讀基本停滯于淺層學習狀態(tài)。基于上述背景,本研究聚焦高中英語閱讀課教師問答行為對學生閱讀課深度學習的影響,在實習期間采用行動研究法,嘗試探究以下兩個研究問題:（1）優(yōu)化教師課堂問答行為對高中生英語閱讀學習過程深度有何影響?（2）優(yōu)化教師課堂問答行為對高中生...
【文章來源】：浙江師范大學浙江省
【文章頁數(shù)】：102 頁
【學位級別】：碩士
【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.1.1 Urgent Needs to Implement Key Competencies
1.1.2 Necessity of Improving Teacher’s Questioning and Responding
1.2 Research Significance
1.2.1 Theoretical Significance
1.2.2 Practical Significance
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Key Terms and Basic Concepts
2.1.1 The Teacher’s Classroom Questioning and Responding
2.1.2 Deep Learning in English Reading Classes
2.1.3 Framework for Evaluating Students’Deep Learning
2.2 Previous Studies at Home and Abroad
2.2.1 Related Studies on Deep Learning
2.2.2 Related Studies on the Teacher’s Classroom Questioning and Responding
2.2.3 Comments and Enlightenment
2.3 Theoretical Basis
2.3.1 The Problem Continuum Theory
2.3.2 The Interaction Hypothesis
2.3.3 Bloom’s Taxonomy in Cognitive Domain
Chapter Three Research Methodology
3.1 Problem Assumption
3.2 Preliminary Investigation
3.3 Hypotheses Raising
3.4 Research Questions
3.5 Research Participants
3.6 Research Methods
3.6.1 Investigation
3.6.2 Observation
3.7 An Overall Plan
Chapter Four An Action Research
4.1 First Round of the Action Research
4.1.1 Working out an Action Plan
4.1.2 Implementing the Plan
4.1.3 Summarizing the First Round
4.2 Second Round of the Action Research
4.2.1 Making Changes to the Plan
4.2.2 Implementing the New Action
4.2.3 Summarizing the Second Round
4.2.4 Collecting Data
Chapter Five Results and Discussion
5.1 Impacts on Students’Deep Learning processes
5.1.1 Results and Discussions on the Classroom Observation
5.1.2 Results and Discussions on the Questionnaires
5.2 Impacts on Students’Learning Outcomes
5.2.1 Results and Discussion on Students’Thinking Levels
5.2.2 Results and Discussion on Students’Text Interpretation
5.2.3 Results and Discussion on Students’Language Learning
Chapter Six Conclusion and Implications
6.1 Major Findings
6.1.1 Impacts on Depth of Students’Learning processes
6.1.2 Impacts on Depth of Students’Learning Outcomes
6.2 Pedagogical Suggestions
6.2.1 Pedagogical Suggestions for Promoting Classroom Participation
6.2.2 Pedagogical Suggestions for Promoting Thinking Levels
6.2.3 Pedagogical Suggestions for Promoting Text Interpretation
6.2.4 Pedagogical Suggestions for Promoting Language Learning
6.3 Limitations
6.4 Suggestions for Further Studies
REFERENCES
APPENDICES
APPENDIX 1
APPENDIX 2
APPENDIX 3
APPENDIX 4
APPENDIX 5
APPENDIX 6
攻讀學位期間發(fā)表的學術論文
【參考文獻】：
期刊論文
[1]利用課堂提問促進深度學習的策略研究[J]. 王耀慧,劉樹仁. 教學與管理. 2018(33)
[2]深度學習研究述評:內(nèi)涵、教學與評價[J]. 溫雪. 全球教育展望. 2017(11)
[3]詞義概念與高中英語深層閱讀教學[J]. 黃遠振. 課程.教材.教法. 2017(09)
[4]論深度教學:源起、基礎與理念[J]. 郭元祥. 教育研究與實驗. 2017(03)
[5]深度學習:智慧教育的核心支柱[J]. 祝智庭,彭紅超. 中國教育學刊. 2017(05)
[6]英語詞匯學習策略與詞匯知識深度的關系研究[J]. 張文忠,段桂湘. 外語教育研究. 2017(01)
[7]從課堂提問看學習機會的公平——基于Z市初中生的調(diào)查分析[J]. 郝亞迪,胡惠閔. 教育發(fā)展研究. 2016(02)
[8]基于反思的深度學習:內(nèi)涵與過程[J]. 吳秀娟,張浩,倪廠清. 電化教育研究. 2014(12)
[9]促進深度學習的課堂教學策略研究[J]. 安富海. 課程.教材.教法. 2014(11)
[10]深度學習的目標與評價體系構建[J]. 張浩,吳秀娟,王靜. 中國電化教育. 2014(07)
碩士論文
[1]項目式翻轉課堂教學模式下學生參與度研究[D]. 張凌云.華中師范大學 2015
[2]課堂師生言語互動及其對學生英語口語的影響[D]. 趙國霞.南京師范大學 2002
本文編號：3487520
【文章來源】：浙江師范大學浙江省
【文章頁數(shù)】：102 頁
【學位級別】：碩士
【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.1.1 Urgent Needs to Implement Key Competencies
1.1.2 Necessity of Improving Teacher’s Questioning and Responding
1.2 Research Significance
1.2.1 Theoretical Significance
1.2.2 Practical Significance
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Key Terms and Basic Concepts
2.1.1 The Teacher’s Classroom Questioning and Responding
2.1.2 Deep Learning in English Reading Classes
2.1.3 Framework for Evaluating Students’Deep Learning
2.2 Previous Studies at Home and Abroad
2.2.1 Related Studies on Deep Learning
2.2.2 Related Studies on the Teacher’s Classroom Questioning and Responding
2.2.3 Comments and Enlightenment
2.3 Theoretical Basis
2.3.1 The Problem Continuum Theory
2.3.2 The Interaction Hypothesis
2.3.3 Bloom’s Taxonomy in Cognitive Domain
Chapter Three Research Methodology
3.1 Problem Assumption
3.2 Preliminary Investigation
3.3 Hypotheses Raising
3.4 Research Questions
3.5 Research Participants
3.6 Research Methods
3.6.1 Investigation
3.6.2 Observation
3.7 An Overall Plan
Chapter Four An Action Research
4.1 First Round of the Action Research
4.1.1 Working out an Action Plan
4.1.2 Implementing the Plan
4.1.3 Summarizing the First Round
4.2 Second Round of the Action Research
4.2.1 Making Changes to the Plan
4.2.2 Implementing the New Action
4.2.3 Summarizing the Second Round
4.2.4 Collecting Data
Chapter Five Results and Discussion
5.1 Impacts on Students’Deep Learning processes
5.1.1 Results and Discussions on the Classroom Observation
5.1.2 Results and Discussions on the Questionnaires
5.2 Impacts on Students’Learning Outcomes
5.2.1 Results and Discussion on Students’Thinking Levels
5.2.2 Results and Discussion on Students’Text Interpretation
5.2.3 Results and Discussion on Students’Language Learning
Chapter Six Conclusion and Implications
6.1 Major Findings
6.1.1 Impacts on Depth of Students’Learning processes
6.1.2 Impacts on Depth of Students’Learning Outcomes
6.2 Pedagogical Suggestions
6.2.1 Pedagogical Suggestions for Promoting Classroom Participation
6.2.2 Pedagogical Suggestions for Promoting Thinking Levels
6.2.3 Pedagogical Suggestions for Promoting Text Interpretation
6.2.4 Pedagogical Suggestions for Promoting Language Learning
6.3 Limitations
6.4 Suggestions for Further Studies
REFERENCES
APPENDICES
APPENDIX 1
APPENDIX 2
APPENDIX 3
APPENDIX 4
APPENDIX 5
APPENDIX 6
攻讀學位期間發(fā)表的學術論文
【參考文獻】：
期刊論文
[1]利用課堂提問促進深度學習的策略研究[J]. 王耀慧,劉樹仁. 教學與管理. 2018(33)
[2]深度學習研究述評:內(nèi)涵、教學與評價[J]. 溫雪. 全球教育展望. 2017(11)
[3]詞義概念與高中英語深層閱讀教學[J]. 黃遠振. 課程.教材.教法. 2017(09)
[4]論深度教學:源起、基礎與理念[J]. 郭元祥. 教育研究與實驗. 2017(03)
[5]深度學習:智慧教育的核心支柱[J]. 祝智庭,彭紅超. 中國教育學刊. 2017(05)
[6]英語詞匯學習策略與詞匯知識深度的關系研究[J]. 張文忠,段桂湘. 外語教育研究. 2017(01)
[7]從課堂提問看學習機會的公平——基于Z市初中生的調(diào)查分析[J]. 郝亞迪,胡惠閔. 教育發(fā)展研究. 2016(02)
[8]基于反思的深度學習:內(nèi)涵與過程[J]. 吳秀娟,張浩,倪廠清. 電化教育研究. 2014(12)
[9]促進深度學習的課堂教學策略研究[J]. 安富海. 課程.教材.教法. 2014(11)
[10]深度學習的目標與評價體系構建[J]. 張浩,吳秀娟,王靜. 中國電化教育. 2014(07)
碩士論文
[1]項目式翻轉課堂教學模式下學生參與度研究[D]. 張凌云.華中師范大學 2015
[2]課堂師生言語互動及其對學生英語口語的影響[D]. 趙國霞.南京師范大學 2002
本文編號：3487520
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