支架教学理论及其在高中英语阅读教学中的实效研究

发布时间：2024-06-14 04:57

　　随着我国基础教育改革的不断深入与新高中英语课程标准的相继出台，英语课程的学习要求学生通过英语学习和实践活动从而逐步掌握一定的英语基础知识和听、说、读、写的基本技能，形成一定的综合语言实际运用能力。英语阅读教学作为高中英语教学的重要组成部分，也是一种提高学生综合语言运用能力的重要途径。然而，我国目前的英语阅读教学现状仍然不令人满意。在提倡以学生为中心的课堂教学中，教师应该努力探求在阅读课上如何指导学生进行阅读并且帮助他们积极地加入教学活动中。作为外语教学的理论之一,支架式教学在理论和实践上都得到了高度地重视。 支架式教学模式是支架理论运用在教学领域当中的具体表现，其最重要、最直接的来源是维果茨基的“最近发展区”理论。在教学过程中通过为学生搭建一套特定的的辅助框架，借助具体情景，帮助学生进行独立探讨，最终实现对知识意义的建构.本文以建构主义教学理论为基础，以维果斯基的“最近发展区”（即学生独立解决问题时候的实际发展水平与教师指导下的解决问题时潜在的发展水平之间存在的距离）为理论指导，将阅读过程中复杂的任务加以分解，并按照学生智力和理解能力的“最近发展区”，适时的为学生搭建“脚手架”，形成了...

【文章页数】：69 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Content
Chapter 1 Introduction
    1.1 Background of the Research
        1.1.1 Significance of the Research
    1.2 Present situation of the Teaching of Senior English Reading
    1.3 Organization of the Thesis
Chapter 2 Theoretical review
    2.1 Emergence and development of the scaffolding instruction
        2.1.1 Definition of scaffolding
        2.1.2 Definition of scaffolding instruction
    2.2 Theoretical basis of scaffolding instruction
        2.2.1 Constructivism
        2.2.2 Vygotky’concept of Zone of Proximal Development (ZPD)
    2.3 Researches on Scaffolding Instruction
        2.3.1 Researches on Scaffolding InstructionAbroad
        2.3.2 Researches on Scaffolding Instruction in China
    2.4 The steps and procedures of scaffolding instruction
        2.4.1 Setting up a scaffolding—setting a goal
        2.4.2 Entering the situation—analyzing questions
        2.4.3 Independent exploration
        2.4.4 Cooperative learning
        2.4.5 Assessment of learning effects
    2.5 The key point in the implementation of scaffolding instruction
        2.5.1 Accurately grasp the connotation of scaffolds
        2.5.2 Set scaffolds based on students “ Zone of Proximal Development”
        2.5.3 The role of teachers and students
        2.5.4 The adjustment and fading of the scaffolds
    2.6 The basic advantage of Scaffolding Instruction
        2.6.1 Update teaching idea and change the learning style
        2.6.2 Change teachers’role and establish a democratic relationship between teachers and students
        2.6.3 Excavate students’potential and improve students’learning ability
Chapter 3 Research Design
    3.1 Research questions
    3.2 Research object
    3.3 Research instruments
        3.3.1 Instruments
        3.3.2 Materials
        3.3.3 Procedures
    3.4 Research process
        3.4.1 The experimental class
        3.4.2 The control class
    3.5 Data analysis
Chapter 4 Results and Discussion
    4.1 Change of English reading ability
    4.2 Change of motivation
Chapter 5 Conclusion
    5.1 Teaching summary of scaffolding instruction
    5.2 Outlook on the research of scaffolding instruction
Appendix
    Appendix 1: The pre test paper（reading comprehension）
    Appendix 2: The post test paper（reading comprehension）
    Appendix 3: a questionnaire
    Appendix 4 the results of pre and post test between these two classes
Reference
Acknowledgements



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