图式理论指导下的初中英语阅读教学设计的案例分析

发布时间：2021-08-18 14:35

　　这篇论文对基于图式理论的一节初中英语阅读课程的教学设计进行案例分析,试图得出一些关于初中英语阅读教学的启示。此次教学设计的对象是天津市和平区一所重点学校初一年级的某一个班级的学生,论文的作者是这个班级的英语教师。此次研究的过程如下：首先,笔者在教学设计方法的指导下,以图式理论为基础,进行了一节英语阅读课程的教学设计。随后,笔者将教学设计实际应用于自己所带班级,以便检验教学设计的应用情况。笔者通过自我反思、课堂观察和对本班学生进行访谈的方式分析了这堂课对学生产生的影响。结果表明,这堂阅读课对学生的阅读学习有积极的影响。在课堂上,学生比以往更加活跃。对于英语阅读显示出极大的兴趣。此外,学生们认为这堂课对他们帮助很大,明白了阅读中应怎样做。通过这堂课的学习,学生们也收获了一些适合初一年级学生的阅读方法。 

【文章来源】：天津师范大学天津市

【文章页数】：85 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Acknowledgements
Chapter 1 Introduction
    1.1 Purpose and Significance of the Study
        1.1.1 Purpose of the Study
        1.1.2 Questions of the Study
        1.1.3 The Significance of the Study
            1.1.3.1 Theoretical Significance of the Study
            1.1.3.2 Practical Significance of the Study
    1.2 Background of the Study
    1.3 Overview of the Thesis
Chapter 2 Literature Review
    2.1 Research about Schema Theory
        2.1.1 Definition of Schema
        2.1.2 Classification of Schema
    2.2 Research about Reading
        2.2.1 Definition of Reading
        2.2.2 Three Reading Models
            2.2.2.1 Bottom-up Model
            2.2.2.2 Top-down Model
            2.2.2.3 Interactive Model
        2.2.3 The Relationship between Schema Theory and Reading
            2.2.3.1 Schema and Reading Comprehension
            2.2.3.2 Activation of Schema
            2.2.3.3 The Practical Operations of Schema Reading Instruction
    2.3 Research about Instructional Design
        2.3.1 Definition of Instructional Design
        2.3.2 The Pattern of Instructional Design
    2.4 Previous Researches Home and Aboard
        2.4.1 Previous Researches about Schema Theory and Reading Teaching
        2.4.2 Previous Researches about Instructional Design
Chapter 3 Instructional Elements Analysis
    3.1 Preparation of Instructional Design
        3.1.1 Participants
        3.1.2 Instruments
        3.1.3 Data Collection
    3.2 Data Analysis
        3.2.1 Analysis of Learners
            3.2.1.1 Learners' Basic Condition
            3.2.1.2 Learners' Emotion and Attitude
            3.2.1.3 Learners' Cognitive Style
    3.3 Need Analysis
        3.3.1 Learners' Existing Knowledge Levels of Reading Comprehension
        3.3.2 The Demand of New Curriculum Standard for the Seventh Grade Students
        3.3.3 Analysis of Instructional Objectives
    3.4 Analysis of Instructional Content
        3.4.1 Selecting Teaching Material
        3.4.2 Analysis of Important and Difficult Points
        3.4.3 Arrangement and Adaption of Teaching Material
    3.5 Design of Instructional Strategy
    3.6 Design of Instructional Technology
    3.7 Design of Instructional Evaluation and Reflection
Chapter 4 The Instructional Design of One Unit in Grade Seven
    4.1 The Whole Teaching Procedure
    4.2 Explanation of the Instruction Design
    4.3 Evaluation and Reflection of the Class Design
        4.3.1 Evaluation of the Class Design
            4.3.1.1 Evaluation of Advisor
            4.3.1.2 Evaluation Scale
        4.3.2 Reflection of the Class Design
        4.3.3 Modification of the Instructional Design
Chapter 5 Conclusion
    5.1 Results of the Study
    5.2 Implications for Reading Teachng
    5.3 Limitation of the Study
References
Appendix


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期刊论文
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