閱讀是人們在日常生活中獲取信息的重要渠道,也是擴(kuò)大詞匯量和增加英語語言知識(shí)的必要手段。隨著“中國學(xué)生發(fā)展核心競爭力”整體框架的發(fā)布,英語閱讀素養(yǎng)的培養(yǎng)逐漸成為英語教學(xué)界的熱門話題�！胺D(zhuǎn)課堂”作為一種新的教學(xué)模式挑戰(zhàn)了傳統(tǒng)的教學(xué)模式,使學(xué)生自己對課堂內(nèi)外的學(xué)習(xí)負(fù)有責(zé)任。在這種新的教學(xué)模式下學(xué)生進(jìn)行深度閱讀,可以提高其閱讀效率并且增加閱讀熱情。從理論上講,翻轉(zhuǎn)課堂模式下的英語閱讀教學(xué)可以提高高中生的英語閱讀能力。因此,本研究將從翻轉(zhuǎn)課堂對高中生英語閱讀素養(yǎng)的培養(yǎng)展開實(shí)證研究。本研究以知識(shí)內(nèi)化理論和社會(huì)建構(gòu)主義理論為基礎(chǔ)進(jìn)行研究。知識(shí)內(nèi)化理論強(qiáng)調(diào)學(xué)習(xí)者如何利用他們現(xiàn)有的知識(shí)和經(jīng)驗(yàn)來理解外部世界的新信息;社會(huì)建構(gòu)主義理論強(qiáng)調(diào)學(xué)習(xí)者是積極的建構(gòu)者和問題解決者,人們的學(xué)習(xí)和發(fā)展是在與他人的互動(dòng)中發(fā)生的。本實(shí)驗(yàn)在以上理論基礎(chǔ)上,試圖回答以下問題:(1)目前高中生英語閱讀素養(yǎng)現(xiàn)狀如何?(2)如何在翻轉(zhuǎn)課堂模式下培養(yǎng)高中生的英語閱讀素養(yǎng)?(3)翻轉(zhuǎn)課堂教學(xué)模式對高中生英語閱讀品格和閱讀能力分別有何影響?在查閱相關(guān)的研究論著和期刊之后,作者做出了相應(yīng)的翻轉(zhuǎn)課堂教學(xué)設(shè)計(jì),并選取山東師范大學(xué)附屬中學(xué)的兩個(gè)平...

【文章頁數(shù)】：77 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Research Structure
Chapter Two Literature Review
    2.1 Studies on Flipped Classroom in English Reading Teaching at Home andAbroad
        2.1.1 Studies on Flipped Classroom in English Reading Teaching Abroad
        2.1.2 Studies on Flipped Classroom in English Reading Teaching at Home
    2.2 Studies on English Reading Literacy at Home and Abroad
        2.2.1 Studies on English Reading Literacy Abroad
        2.2.2 Studies on English Reading Literacy at Home
Chapter Three Core Concepts and Theoretical Foundation
    3.1 English Reading Literacy
    3.2 Flipped Classroom
    3.3 Mastery Learning Theory
    3.4 Constructivism Learning Theory
    3.5 Knowledge Internalization Theory
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Methods and Instruments
        4.3.1 Research Methods
        4.3.2 Research Instruments
    4.4 Research Procedures
    4.5 A Teaching Sample
Chapter Five Results and Discussion
    5.1 Result of the Questionnaire
    5.2 Result of Pre-test and Post-test
        5.2.1 Analysis of Pre-test between EC and CC
        5.2.2 Analysis of Post-test between EC and CC
        5.2.3 Analysis of Pre-test and Post-test of EC
        5.2.4 Analysis of Pre-test and Post-test of CC
    5.3 Discussions
        5.3.1 The Status quo of English Reading Literacy of High School Students
        5.3.2 How Flipped Classroom Teaching Mode Cultivates High School Students’English Reading Literacy
        5.3.3 The Effect of Flipped Classroom Teaching Mode of High School EnglishReading on Students’English Reading Character and Reading Ability
Chapter Six Conclusion
    6.1Findings
    6.2 Implications
    6.3 Limitations of the Study and Suggestions for the Future Study
Bibliography
Appendix1 Pre-test of English reading
Appendix2 Post-test of English reading
Appendix3 Questionnaire
Acknowledgements



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