探究性教学在城镇初中英语阅读中的应用

发布时间：2018-03-15 18:27

本文选题：探究性教学　切入点：英语阅读　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：《中美两国老师讲授“灰姑娘”》这篇文章一度引发了社会各界人士上激烈的探讨,也给作者一些对于阅读教学的思考。从中可以看出中美两国老师在教学上存在着很大的差异。美国老师通过提出12个问题,慢慢引导学生探究,启发学生创造性思维,教学效果十分显著。中国老师只强调字、词、句子和文章的结构,扼杀了学生的思维和创造力。这是中国目前很多外语教学的现状,因为中国学生所处的是外语学习环境中,而不是二语习得环境,再加上班级学生人数较多、升学考试等因素,每位学生在课堂上进行语言输出的时间其实是很有限的,因此通过阅读来扩大信息的输出对中国学生来说是很必要的。笔者在和一些教师、学生交流后,发现采用探究性教学方式,可以改善目前城镇初中英语阅读教学的现状。探究性教学在教师的引导下,让学生通过自主学习和合作学习方式,在课堂教学过程中,让学生发现问题、进行探究、同小组成员讨论问题从而表达自己的想法,以提高学生的学习能力。传统教学强调以教师讲授为主,探究性教学强调以学生自主学习为主,来激发学生的学习兴趣,以提高学生的阅读能力。本文从论述国内外研究现状开始,介绍了探究式教学的理论基础、概念、特点和模式。笔者抽取了抚州市乐安二中初三两个班学生作为研究样本,班级人均为82人。本论文的研究方法采用了访谈法、调查问卷法和实验法,也就是说将实验前测、后测进行对比,结合课后访谈和调查问卷,深入研究探究式教学模式在初中英语阅读教学中是否可行有效。研究结果发现探究性教学对改善城镇初中英语阅读教学有显著效果,具体表现在：①合作探究教学模式改善了城镇初中班级人数众多导致难以管理的状况,使其管理变得更加井然有序；②自主探究式教学增加师生之间和生生之间的互动,激发了学生学习英语的兴趣和调动学生的积极性,学生从被动的接受式学习变成主动参与学习,这不仅改善了学生两极分化的现状,还有效地提高了学生自主学习的能力。③探究式教学提高了学生运用阅读方法和策略的能力以及增强了评价反思的意识,这对学生进行终身学习有深远的影响。研究结论显示：①教师在设计教学内容时,要注意课程内容一定要有趣味性、意义性和可行性；②探究性教学是以学生为主体,教师为主导的教学方式,因此在课堂教学中,教师需要了解自己的角色定位,不要事必躬亲,也不要放任不管。在关键的时候,及时对学生进行点拨和与指导,引导学生动脑动手,让学生学会自己解决问题；③通过实验和调查得知,探究性教学模式是有效果的,但这并不意味者传统教学毫无可取之处,我们可以把这两种教学模式结合起来,以达到真正改善教学效果的目的。
[Abstract]:This article on "Cinderella" taught by teachers from China and the United States once triggered heated discussions among people from all walks of life in society. It also gives the author some thoughts on reading teaching. From this, we can see that there is a great difference between Chinese and American teachers in teaching. By asking 12 questions, American teachers slowly lead students to explore and inspire students to think creatively. The teaching effect is very remarkable. Chinese teachers only emphasize the structure of words, words, sentences and articles, which stifles students' thinking and creativity. This is the current situation in many foreign language teaching in China, because Chinese students are in a foreign language learning environment. Instead of the second language acquisition environment, the large number of students in the class, the entrance examination and other factors, the time for each student to carry out the language output in the classroom is actually very limited. Therefore, it is necessary for Chinese students to expand the output of information through reading. After communicating with some teachers and students, the author found that the method of inquiry teaching was adopted. It can improve the present situation of English reading teaching in junior middle schools in cities and towns. Under the guidance of teachers, inquiry teaching allows students to find problems and explore in the process of classroom teaching by means of autonomous learning and cooperative learning. Discuss problems with group members so as to express their ideas in order to improve students' learning ability. Traditional teaching emphasizes teachers' teaching, inquiry teaching emphasizes students' autonomous learning, so as to stimulate students' interest in learning. In order to improve students' reading ability, this paper begins with the current research situation at home and abroad, and introduces the theoretical basis, concept, characteristics and mode of inquiry teaching. The research methods of this thesis are interview method, questionnaire method and experiment method, that is to say, the pre-test and post-test are compared, combined with after-school interview and questionnaire, The results show that inquiry teaching has a significant effect on improving the teaching of junior high school English reading in cities and towns. The concrete manifestation is that the cooperative inquiry teaching mode of "1: 1" has improved the situation that is difficult to manage because of the large number of middle school classes in cities and towns, and has made its management more orderly and more orderly. (2) Independent inquiry teaching increases the interaction between teachers and students and between students and students. It has aroused students' interest in learning English and aroused students' enthusiasm. Students have changed from passive and receptive learning to active participation in learning, which not only improves the current situation of students' polarization. It also effectively improves students' ability of autonomous learning. 3 Inquiry teaching improves students' ability to use reading methods and strategies, and enhances the awareness of evaluation and reflection. The conclusion of the research shows that when designing the teaching content, the teacher should pay attention to the interesting content of the course, and the significance and feasibility of the inquiry teaching are the students as the main body. The teacher-led teaching method, therefore in the classroom teaching, the teacher needs to understand own role localization, does not let go of the matter personally, also does not let go of. In the key time, carries on the spot to the student in time and with the instruction, Lead students to use their brains and let students learn to solve their own problems. Through experiments and investigations, we can see that the inquiry teaching model is effective, but this does not mean that there is no merit in traditional teaching. We can combine these two teaching models to achieve the goal of improving the teaching effect.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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