“学案导学”在初中英语阅读教学中的实证研究

发布时间：2018-02-16 10:10

本文关键词： 实证研究 “学案导学” 英语阅读教学初中　出处：《南京师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：阅读作为语言技能中最基本的技能之一,在英语教学过程中受到了相当的重视。但当前的英语阅读课堂教学中,教师过于注重阅读理解教学的同时,我们也看到阅读课是很低效的。根据新课程标准的精神,阅读应该关注于阅读策略的培养与训练,课堂上应该让学生将阅读策略使用与阅读理解有机结合,以提高学生的自主阅读能力。而“学案”的提出与实施正体现了新课程改革的精神。基于支架式教学理论和人本主义理论,本研究的目的在于,将考虑到英语阅读教学特点“学案导学”应用到初中英语阅读课中,以检验这种阅读教学方式能否培养学生良好的阅读习惯,从而提高他们他们的阅读水平,以及探索该方法能否改善英语阅读课堂教学的效率。本研究的研究问题是,第一,“学案导学”干预下英语阅读课对学生阅读能力有什么影响?第二,阅读课上运用“学案导学”可能存在哪些问题?研究运用了以下方法测试“学案导学”应用于阅读课的实际效果。第一,利用笔者在N中学两个月的教学实习,向该校英语组发放问卷,以了解“学案”运用于英语教学的大致情况；第二,在研究的整个过程中,笔者重点运用实验法来检测“学案”应用于英语阅读教学能否提高学生的阅读能力。研究对象即实验班,在阅读课上采用经过笔者和执教者针对阅读文本精心设计的“学案”进行教学,正常教学班应用学校英语组统一编制的学案。第三,对接受实验教学的学生样本进行访谈,访问他们对该阅读教学方式的观点和评论,从而进一步探索这种阅读教学方式存在的问题。主要探索学生在“学案”的引导下能否养成运用适当的阅读策略去主动理解文本的习惯以及通过这种阅读教学方式,对自己课外的自主阅读是否有所帮助。研究过程中数据的收集和分析来自于问卷调查的结果,学生关于阅读能力测试的前测与后测的分数,以及受访学生的访谈记录。研究结果表明,第一,“学案”对于学生阅读策略的培养和训练有积极的效果,学生倾向于将平时“学案”反复训练引导的阅读策略逐渐运用到自己的阅读理解中尤其是非常实际的考试中去。第二,考虑到阅读课型特点的“学案”对学生的阅读能力及自主学习能力的发展从长远来看是有利的。第三,实验中也发现一些值得关注的问题,虽然阅读能力测试的前后测的分数有所提高,学生对于这样的“学案”反馈良好,但是编制体现课型特点学案过程较费时,需要在课后多次集中备课进行讨论编制,教师的集体智慧很难得到完整的体现,而且如何设计“导学案”才能更恰当的融合英语阅读教学的特点,诸如如何使学生在“学案”的引导下逐步内化并在自主阅读过程中使用所学的阅读策略,如何引导学生课后进一步自主探索与课堂话题相关的信息,这些对于教师来说来说是一项长期的挑战。
[Abstract]:As one of the most basic language skills, reading has received considerable attention in the process of English teaching. However, in the current English reading classroom teaching, teachers pay too much attention to the teaching of reading comprehension at the same time. We also see that reading lessons are inefficient. According to the spirit of the new curriculum standards, reading should focus on the training and training of reading strategies, and students should be allowed to combine reading strategies with reading comprehension. In order to improve the students' autonomous reading ability, the proposal and implementation of the "Learning Plan" embodies the spirit of the new curriculum reform. Based on the scaffolding teaching theory and humanism theory, the purpose of this study is to. Taking into account the characteristics of English reading teaching, "Learning plan guidance" will be applied to junior high school English reading classes to test whether this reading teaching method can cultivate students' good reading habits and thus improve their reading level. And to explore whether this method can improve the efficiency of English reading teaching. The research questions in this study are as follows: first, what effect does the English reading class have on the students' reading ability under the intervention of "Learning case guidance"? Second, what problems may exist in the use of "learning plan guidance" in reading class? The study used the following methods to test the practical effect of "Learning case guidance" applied to reading class. First, using the author's two-month teaching practice in N Middle School, the author sent out questionnaires to the English group of this school. In order to understand the application of "learning plan" in English teaching; second, in the whole process of the study, The author mainly uses the experimental method to test whether the application of "learning plan" in English reading teaching can improve the students' reading ability. In the reading class, we use the "study plan" which is carefully designed by the author and the instructor to teach the reading text, and the normal teaching class applies the learning plan compiled by the English group of the school. Thirdly, the sample of the students receiving the experimental teaching is interviewed. Access to their views and comments on the teaching of reading, The main purpose of this paper is to explore the problems existing in this reading teaching method. Under the guidance of "Learning Plan", the students can form the habit of using appropriate reading strategies to actively understand the text and the reading teaching method. The data collection and analysis in the course of the study came from the results of the questionnaire survey, the scores of the pre-test and post-test of the students' reading ability test, The results show that, first, the "Learning Plan" has a positive effect on the cultivation and training of students' reading strategies. Students tend to apply their reading strategies, which are repeatedly trained and guided, to their reading comprehension, especially in very practical tests. Second, Considering that the "study plan" with the characteristics of reading class is beneficial to the development of students' reading ability and autonomous learning ability in the long run. Thirdly, the experiment has also found some problems that deserve attention. Although the scores of the pre-and post-test of the reading ability test have been improved, and the students have good feedback on such "study plans," the process of compiling the study plan, which embodies the characteristics of the class, is more time-consuming and needs to be discussed and compiled many times after class preparation. The collective wisdom of teachers is difficult to be fully embodied, and how to design a "guide plan" can more appropriately integrate the characteristics of English reading teaching. Such as how to make students gradually internalize and use the reading strategies they have learned in the process of autonomous reading under the guidance of "study plan", and how to guide students to explore further information related to classroom topics independently after class. These are long-term challenges for teachers.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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