同伴提问对初中生英语阅读影响的实验研究

发布时间：2018-02-14 07:16

本文关键词： 同伴提问阅读兴趣阅读成绩　出处：《广州大学》2016年硕士论文　论文类型：学位论文

【摘要】：阅读是语言学习中的四大技能之一。然而当前初级中学的英语阅读教学成效并不令人满意。很大一部分学生的英语阅读成绩并不理想。他们对英语阅读不感兴趣。他们认为英语阅读是一件很无聊且很令人头疼的事情。因此如何激发初级中学学生的英语阅读兴趣和提高他们的阅读成绩是很值得我们教师关注和探讨的一个问题。本研究采用实验研究的方法进行研究。本研究的目的是通过在初级中学英语阅读课中采用同伴提问的学习方式来提高学生的阅读兴趣和阅读成绩,主要回答以下两个研究问题:1)同伴提问能否提高初中生的英语阅读兴趣?2)同伴提问能否提高初中生的英语阅读成绩?参加此次研究的是来自广东省梅州市梅县区雁洋中学八年级两个班的96位学生,实验组48人,控制组48人。在实验的过程中,实验组的学生在上英语阅读课时采用同伴提问的学习方式,即要求学生在阅读的过程中提问自己不懂的内容和阅读后相互提问自己已经掌握的内容。而控制组的学生则继续采用原来的学习方式。本次实验时间持续18个星期。实验的工具有前测和后测,实验前问卷、实验后问卷和访谈三种。通过仔细分析和研究实验中收集的数据得出如下实验结果:第一,英语阅读课中采用了同伴提问学习的实验组学生对阅读课的学习兴趣提高了,他们更加乐意参加英语阅读的相关活动。第二,实验组学生的英语阅读成绩有了一定的提高。
[Abstract]:Reading is one of the four skills in language learning. However, the teaching results of English reading in junior middle schools are not satisfactory. A large number of students do not have satisfactory results in English reading. They are not interested in English reading. They think English reading is very boring and very troublesome. Therefore, how to stimulate the students' interest in English reading and improve their reading achievement is a problem that deserves our teachers' attention and discussion. The purpose of this study is to improve students' reading interest and reading achievement by using peer questioning in English reading classes in junior middle schools. The main answer to the following two research questions: 1) does the peer question increase the junior high school students' interest in English reading? 2) can peer questioning improve junior high school students' English reading scores? The participants in this study were 96 students from two classes of Grade 8 in Meiyang Middle School, Meixian County, Meizhou City, Guangdong Province. There were 48 students in the experimental group and 48 students in the control group. In the course of the experiment, The students in the experimental group used peer questioning in their English reading class. Students were asked to ask what they did not understand and to ask each other what they had learned. The students in the control group continued to use their original learning methods. The experiment lasted for 18 stars. The experimental tools are pre-test and post-test. Through careful analysis and study of the data collected in the experiment, the following results are obtained: first, In English reading class, the students in the experimental group whose peer questioning is used to study in the reading class have increased their interest in reading class, and they are more willing to participate in English reading activities. Secondly, the students' English reading scores in the experimental group have been improved to a certain extent.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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