支架教学理论在初中英语课堂阅读的应用研究

发布时间：2018-03-03 04:31

本文选题：支架教学理论　切入点：英语阅读学习　出处：《杭州师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：英语阅读是综合英语能力不可或缺的一部分,并且它也是英语学习的一个部分。课堂英语阅读教学在初中是如此重要,以至于提高学生英语阅读能力成为了初中英语教学的重要目标之一。新课标指出,英语阅读至关重要,然而当前英语阅读课堂教学并不令人满意。因此,我们必须重视课堂英语教学。在理想的以学生为主导的英语阅读课堂中,教师应寻求行之有效的方法来训练学生,使其致力于英语阅读学习,从而渐渐培养强大的英语阅读能力。我们拟将做一个为期一学期的英语阅读教学实验。在该实验中,我们运用支架教学理论给杭州清泰实验学校8年级的30个实验班的学生上英语阅读课。我们旨在回答以下两个重要的研究问题。第一,支架教学理论能否运用于英语阅读教学课堂?如果可以,那么它能否在一定程度上提高学生对于英语阅读学习的兴趣?如果可行,那么它能否在一定程度上提高学生在英语阅读学习上的自主性和主动性,培养学生的合作精神?第二,与在传统英语阅读教学模式指导下的控制班学生的英语阅读能力相比,在支架教学理论指导下的实验班学生的英语阅读能力是否存在显著的差异?数据分析以实验前和实验后的调查问卷为基础。我们邀请了杭州清泰实验学校8年级的60位学生填写这两份调查问卷。我们还将这60位学生分为两个班级,一个是控制板,另一个是实验班,每个班级均有30名学生。此外,实验数据也以实验前和试验后的两次测试为基础。前测和后测的试题取自杭州上城区教育局的期末英语统测试卷的阅读部分。最后,我们得出结论,其为如下所示。支架教学理论可以运用于初中英语阅读教学。由于支架教学理论的运用,实验班学生对于英语阅读学习的兴趣和信心有所提升。此外,他们在英语阅读学习中的自主性和主动性也有所提升,并且其合作能力也大大提高了。实验班学生的英语阅读能力比控制班学生的英语阅读能力高出不少。然而,支架教学理论用于英语阅读教学的实验仅仅进行了一个学期,实验时间不长,实验对象较少,且实验规模不大,所以结论缺乏一定的信度和效度。
[Abstract]:English reading is an integral part of comprehensive English proficiency, and it is also a part of English learning. Classroom English reading teaching is so important in junior high school. As a result, improving students' English reading ability has become one of the important goals of junior high school English teaching. The new curriculum indicates that English reading is of great importance, but the current English reading classroom teaching is not satisfactory. We must attach importance to classroom English teaching. In an ideal student-led English reading class, teachers should seek effective ways to train students to devote themselves to English reading. So that we can gradually develop a strong reading ability. We are going to do a one-semester English reading teaching experiment. In this experiment, We use the scaffold teaching theory to give English reading lessons to 30 students in the eighth grade of Hangzhou Qingtai Experimental School. We aim to answer the following two important research questions. First, Can the scaffold teaching theory be applied to English reading teaching? If so, can it enhance students' interest in English reading to some extent? If it is feasible, can it improve students' autonomy and initiative in English reading to a certain extent and foster students' spirit of cooperation? Second, is there a significant difference between the control class students' English reading ability under the guidance of the traditional English reading teaching mode and the experimental class students' reading ability under the guidance of the scaffolding teaching theory? The data analysis was based on the questionnaire before and after the experiment. We invited 60 students from Grade 8 of Qingtai Experimental School in Hangzhou to fill out the two questionnaires. We also divided the 60 students into two classes, one of which was a control board. The other is the experimental class. There are 30 students in each class. In addition, The experimental data are also based on the two tests before and after the experiment. The pre-test and post-test questions are taken from the reading section of the final English Test Paper of the Bureau of Education in Shangcheng District, Hangzhou. Finally, we draw a conclusion. It is shown below. Scaffolding teaching theory can be applied to English reading teaching in junior high school. As a result of the application of scaffolding teaching theory, the interest and confidence of experimental class students in English reading learning have been improved. In addition, Their autonomy and initiative in English reading learning have also been improved, and their cooperative ability has been greatly improved. The English reading ability of the students in the experimental class is much higher than that of the students in the control class. However, The experiment of scaffold teaching theory used in English reading teaching has been carried out for only one semester, the experiment time is not long, the experiment object is small, and the experiment scale is not large, so the conclusion lacks certain reliability and validity.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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