江苏省高中英语“阅读教学”评优课大赛一等奖课的行动研究

发布时间：2021-03-10 06:21

　　本文旨在通过行动研究以探讨2016年江苏省高中英语“阅读教学”评优课大赛一等奖的获奖课。本研究的理论基础是输入假说、情感过滤假说以及输出假说。本研究的实践意义在于有助于一线高中英语教师在教学实践中更关注行动研究,即在行动中研究、对行动进行研究和为行动进行研究,从而提高高中英语教师“阅读教学”课的教学能力;有助于促进英语教师的专业发展。本次行动研究主要探讨以下两个研究问题:1.在“阅读教学”课的输入阶段,教师应关注什么?2.在“阅读教学”课的输出阶段,教师应关注什么?本次研究对象是笔者本人和江苏省两所四星级高中:金湖某中学的高二班级的学生和苏州某中学高二班级的学生。本研究运用的研究工具主要是教学日志、课堂观察和访谈。本研究包含两轮行动研究。第一轮涵盖提出问题、制定计划、实施计划、评价和反思。第二轮涵盖重新提出问题、修订计划、实施修订后计划、重新评价与再次反思。数据收集包括教学竞赛整个过程中的课前数据收集、课中数据收集和课后数据收集。数据分析包括分类和比较。本研究对于“阅读教学”课主要有两点发现:首先,在“阅读教学”输入环节,教师重点关注由第一轮的三个环节改变为第二轮的两个环节:如何导入和... 

【文章来源】：扬州大学江苏省

【文章页数】：60 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 General description of the study
    1.2 Motivations for the study
    1.3 Significance of the study
    1.4 Overall structure of the thesis
Chapter Two Literature Review
    2.1 Key term in this study
        2.1.1 Definition of action research
        2.1.2 Characteristics of action research
        2.1.3 Process of action research
    2.2 Theoretical bases in this study
        2.2.1 Krashen's Input Hypothesis
        2.2.2 Krashen's Affective Filter Hypothesis
        2.2.3 Swain's Output Hypothesis
    2.3 Related studies
        2.3.1 Related studies on action research
        2.3.2 Related studies on the teaching of reading
Chapter Three Methodology
    3.1 Research questions of the action research
    3.2 Participants of the action research
    3.3 Instruments
    3.4 Data collection
    3.5 Data analysis
Chapter Four Two Cycles of Action Research
    4.1 First-cycle action research
        4.1.1 Problem identification
            4.1.1.1 What to focus on during the process of input in a reading class
            4.1.1.2 What to focus on during the process of output in a reading class
        4.1.2 Plan Making
            4.1.2.1 Input of the reading as preparation for output
            4.1.2.2 Output of the reading as consolidation for input
        4.1.3 Plan Implementation
            4.1.3.1 Mostly-implemented part of the plan
            4.1.3.2 Partially-implemented part of the plan
            4.1.3.3 Unimplemented part of the plan
        4.1.4 Assessments
            4.1.4.1 Assessments on teaching
            4.1.4.2 Assessments on learning
        4.1.5 Reflections
            4.1.5.1 Reflections on problem identification
            4.1.5.2 Reflections on plan making
            4.1.5.3 Reflections on plan implementation
            4.1.5.4 Reflections on assessments
    4.2 Second-cycle action research
        4.2.1 Problem re-identification
            4.2.1.1 Ineffective lead-in step
            4.2.1.2 Complex detail comprehension
            4.2.1.3 Ambiguous story sharing task
            4.2.1.4 Deficient interaction
            4.2.1.5 Changeless homework
        4.2.2 Plan re-making
            4.2.2.1 Changing the lead-in step
            4.2.2.2 Simplifying the difficulty of detail comprehension
            4.2.2.3 Specifying the story sharing activity
            4.2.2.4 Promotion interaction
            4.2.2.5 Providing creative homework
        4.2.3 Plan re-implementation
            4.2.3.1 Fully-implemented part of the plan
            4.2.3.2 Partially-implemented part of the plan
        4.2.4 Re-assessments
            4.2.4.1 Re-assessments on teaching
            4.2.4.2 Re-assessments on learning
        4.2.5 Re-reflections
            4.2.5.1 Reflections on problem re-identification
            4.2.5.2 Reflections on plan re-making
            4.2.5.3 Reflections on plan re-implementation
            4.2.5.4 Reflections on re-assessments
Chapter Five Conclusion
    5.1 Major findings
    5.2 Pedagogical implications
    5.3 Limitations and suggestions for future research
References
Appendixes
Appendix Ⅰ:The reading material of the teaching contest
Appendix Ⅱ:Teaching plan & PPT of the second cycle



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