基于“生态课堂”的高中英语阅读教学实证研究
发布时间：2021-11-17 13:55
生态课堂作为一种新的教育追求,旨在将学生、教师、学习环境、学习资源、学习活动以及学习评价作为一个整体化的生态教学系统,并且建立一种具有协变性、整体性、开放性以及可持续性的教学模式。英语阅读是一种重要的输入型技能,能帮助高中英语学习者从书面语中获取信息和语言知识,并且培养他们的情感态度以及批判性思维能力。本研究旨在以生态课堂为理念,探究英语阅读生态课堂教学模式如何有效提高高中生的阅读能力。基于康淑敏（2012）的“基于生态观的外语教学设计框架”以及刘长江（2013）的共建式课堂生态结构,作者尝试提出英语阅读生态课堂教学模式并将其运用于本教学研究。本研究旨在探究践行英语阅读生态课堂是否有助于提高高中生的阅读能力。研究对象为南京市某重点中学高三（9）班（实验班）的48名学生和高三（7）班（对照班）的45名学生。本研究旨在探讨以下问题:1)英语阅读生态课堂教学模式对高中英语学习者的阅读能力有何影响?2)英语阅读生态课堂教学模式将会影响哪种或者哪些具体的阅读能力?3)如何优化英语阅读生态课堂?围绕以上问题,本研究采用了包括前测、后测、问卷、课堂观察、以及访谈等研究工具获取信息和数据。在数据分析和...
【文章来源】：南京师范大学江苏省 211工程院校
【文章页数】：111 页
【学位级别】：硕士
【文章目录】：
摘要
ABSTRACT
Chapter One Introduction
1.1 Research Background
1.1.1 Issues of Reading Instruction in Senior High School
1.1.2 The Significance of Educational Ecology and Ecological Classroom
1.1.3 The Requirements of the Curriculum Standard for Senior High School English
1.2 Significance of the Study
1.3 Purpose of the Study
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Educational Ecology
2.2 Ecological Classroom
2.2.1 Definition of Ecological Classroom
2.2.2 Characteristics of Ecological Classroom
2.2.3 Structures and Functions of Ecological Classroom
2.2.4 Research on Ecological Classroom Abroad
2.2.5 Research on Ecological Classroom at Home
2.2.6 Research on Ecological Classroom of Foreign Language
2.2.7 Summary
2.3 Reading Competence
2.3.1 Definition of Reading Competence
2.3.2 Components of Reading Competence
2.3.3 Research on Reading Competence Abroad
2.3.4 Research on Reading Competence at Home
2.3.5 Summary
Chapter Three Research Design
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Questionnaire
3.3.2 Tests
3.3.3 Classroom Observations
3.3.4 Interviews
3.4 Procedures
3.4.1 Phase 1:Preparation Stage
3.4.2 Phase 2: Teaching Experiment Stage
3.4.3 Phase 3:Conclusion Stage
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Effectiveness of Ecological Reading Classroom Model in Enhancing Students' ReadingCompetence
4.1.1 Overall Results of Pre-test Comparison between EC and CC
4.1.2 Overall Results of Post-test Comparison between EC and CC
4.1.3 Comparison of Results between Pre-test and Post-test of EC and CC
4.2 Influence of Ecological Reading Classroom Model on Specific Reading Competences
4.3 Optimization of Ecological English Reading Classroom Model
4.3.1 Building Tighter Teacher-Student Bond after Class
4.3.2 Creating Changeable Ecological Classroom Environment
4.3.3 Utilizing Adapted Native and Multimedia Teaching Materials
4.3.4 Implementing Critical Thinking Reading Activities
4.3.5 Providing Feedback on Developmental Reading Assessment
4.4 Analysis of Questionnaire and Classroom Observation Results
4.4.1 Students' Attitudes, Motivations and Difficulties of Reading
4.4.2 Students' Attitudes to Reading Teaching and Teacher' Role
4.4.3 Students' Attitudes towards Reading Learning and Their Role
4.4.4 Students' Attitudes towards Classroom Environment in Class
4.4.5 Students' Attitudes towards Teacher-student Relationship
4.4.6 Students' Attitudes towards Reading Assessment in Class
4.4.7 Students' Expectation of Reading Class
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications for Pedagogy
5.3 Limitations and Suggestions
References
Appendix Ⅰ 南京市某重点中学高三年级英语阅读课堂调查问卷
Appendix Ⅱ 南京市2018届高三年级学情调研考试
Appendix Ⅲ 南京市某重点中学2017-2018学年第一学期高三年级期中考试英语试卷
Appendix Ⅳ Ecological Reading Classroom Observation Form
Appendix Ⅴ Supplementary Reading Material for Ecological Reading Class
Appendix Ⅵ Evaluation Forms of Reading Lesson of Module 10 Unit 2
Acknowledgements
在读期间发表的学术论文及研究成果
【参考文献】：
期刊论文
[1]教育生态学视域下互动式教学实证研究——以《大学英语》为例[J]. 袁芳. 湖南工业大学学报(社会科学版). 2016(04)
[2]生态课堂的实践框架与创新策略[J]. 刘贵华,张伟. 课程.教材.教法. 2016(07)
[3]教育生态学视角下英语课堂教学的形成性评估研究[J]. 刘向辉. 教学与管理. 2016(18)
[4]构建生态化大学英语课堂的实证性研究[J]. 程宇敏. 考试周刊. 2016(18)
[5]国外课堂生态研究综述[J]. 田静. 教育教学论坛. 2015(35)
[6]英语阅读生态课堂的内涵构建[J]. 张玲. 济南职业学院学报. 2015(01)
[7]高中英语批判性阅读教学设计案例研究[J]. 卓张众. 福建基础教育研究. 2015(01)
[8]教育生态环境下分层次递进式大学英语教学模式探索——以上海理工大学为例[J]. 刘芹. 外语界. 2013(05)
[9]教育生态视域下的外语教学设计[J]. 康淑敏. 外语界. 2012(05)
[10]基于特征的生态英语教学效率评价方法探究[J]. 杜鹃,于洋. 外语学刊. 2012(05)
博士论文
[1]信息化语境下大学英语课堂生态的失衡与重构[D]. 刘长江.上海外国语大学 2013
硕士论文
[1]教育生态学视域下大学英语生态课堂的优化策略研究[D]. 肖筱.长江大学 2016
[2]高中英语课堂生态研究[D]. 刘雨霖.西南大学 2013
[3]生态视角下课堂内涵及构建研究[D]. 彭胜生.上海师范大学 2009
本文编号：3501053
【文章来源】：南京师范大学江苏省 211工程院校
【文章页数】：111 页
【学位级别】：硕士
【文章目录】：
摘要
ABSTRACT
Chapter One Introduction
1.1 Research Background
1.1.1 Issues of Reading Instruction in Senior High School
1.1.2 The Significance of Educational Ecology and Ecological Classroom
1.1.3 The Requirements of the Curriculum Standard for Senior High School English
1.2 Significance of the Study
1.3 Purpose of the Study
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Educational Ecology
2.2 Ecological Classroom
2.2.1 Definition of Ecological Classroom
2.2.2 Characteristics of Ecological Classroom
2.2.3 Structures and Functions of Ecological Classroom
2.2.4 Research on Ecological Classroom Abroad
2.2.5 Research on Ecological Classroom at Home
2.2.6 Research on Ecological Classroom of Foreign Language
2.2.7 Summary
2.3 Reading Competence
2.3.1 Definition of Reading Competence
2.3.2 Components of Reading Competence
2.3.3 Research on Reading Competence Abroad
2.3.4 Research on Reading Competence at Home
2.3.5 Summary
Chapter Three Research Design
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Questionnaire
3.3.2 Tests
3.3.3 Classroom Observations
3.3.4 Interviews
3.4 Procedures
3.4.1 Phase 1:Preparation Stage
3.4.2 Phase 2: Teaching Experiment Stage
3.4.3 Phase 3:Conclusion Stage
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Effectiveness of Ecological Reading Classroom Model in Enhancing Students' ReadingCompetence
4.1.1 Overall Results of Pre-test Comparison between EC and CC
4.1.2 Overall Results of Post-test Comparison between EC and CC
4.1.3 Comparison of Results between Pre-test and Post-test of EC and CC
4.2 Influence of Ecological Reading Classroom Model on Specific Reading Competences
4.3 Optimization of Ecological English Reading Classroom Model
4.3.1 Building Tighter Teacher-Student Bond after Class
4.3.2 Creating Changeable Ecological Classroom Environment
4.3.3 Utilizing Adapted Native and Multimedia Teaching Materials
4.3.4 Implementing Critical Thinking Reading Activities
4.3.5 Providing Feedback on Developmental Reading Assessment
4.4 Analysis of Questionnaire and Classroom Observation Results
4.4.1 Students' Attitudes, Motivations and Difficulties of Reading
4.4.2 Students' Attitudes to Reading Teaching and Teacher' Role
4.4.3 Students' Attitudes towards Reading Learning and Their Role
4.4.4 Students' Attitudes towards Classroom Environment in Class
4.4.5 Students' Attitudes towards Teacher-student Relationship
4.4.6 Students' Attitudes towards Reading Assessment in Class
4.4.7 Students' Expectation of Reading Class
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications for Pedagogy
5.3 Limitations and Suggestions
References
Appendix Ⅰ 南京市某重点中学高三年级英语阅读课堂调查问卷
Appendix Ⅱ 南京市2018届高三年级学情调研考试
Appendix Ⅲ 南京市某重点中学2017-2018学年第一学期高三年级期中考试英语试卷
Appendix Ⅳ Ecological Reading Classroom Observation Form
Appendix Ⅴ Supplementary Reading Material for Ecological Reading Class
Appendix Ⅵ Evaluation Forms of Reading Lesson of Module 10 Unit 2
Acknowledgements
在读期间发表的学术论文及研究成果
【参考文献】：
期刊论文
[1]教育生态学视域下互动式教学实证研究——以《大学英语》为例[J]. 袁芳. 湖南工业大学学报(社会科学版). 2016(04)
[2]生态课堂的实践框架与创新策略[J]. 刘贵华,张伟. 课程.教材.教法. 2016(07)
[3]教育生态学视角下英语课堂教学的形成性评估研究[J]. 刘向辉. 教学与管理. 2016(18)
[4]构建生态化大学英语课堂的实证性研究[J]. 程宇敏. 考试周刊. 2016(18)
[5]国外课堂生态研究综述[J]. 田静. 教育教学论坛. 2015(35)
[6]英语阅读生态课堂的内涵构建[J]. 张玲. 济南职业学院学报. 2015(01)
[7]高中英语批判性阅读教学设计案例研究[J]. 卓张众. 福建基础教育研究. 2015(01)
[8]教育生态环境下分层次递进式大学英语教学模式探索——以上海理工大学为例[J]. 刘芹. 外语界. 2013(05)
[9]教育生态视域下的外语教学设计[J]. 康淑敏. 外语界. 2012(05)
[10]基于特征的生态英语教学效率评价方法探究[J]. 杜鹃,于洋. 外语学刊. 2012(05)
博士论文
[1]信息化语境下大学英语课堂生态的失衡与重构[D]. 刘长江.上海外国语大学 2013
硕士论文
[1]教育生态学视域下大学英语生态课堂的优化策略研究[D]. 肖筱.长江大学 2016
[2]高中英语课堂生态研究[D]. 刘雨霖.西南大学 2013
[3]生态视角下课堂内涵及构建研究[D]. 彭胜生.上海师范大学 2009
本文编号：3501053
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