情感态度视角下的高中英语阅读教学设计与分析

发布时间：2021-11-22 13:36

　　阅读理解是高中英语教学的重要内容,它不仅是对单词和词组的理解,更是对阅读材料整体的把握和情感的领会。然而,在阅读教学中,一方面学生缺少对阅读学习的主动性,对英语阅读缺乏兴趣和学习动机。另一方面,教师过多的强调了语言知识和技能的传授而忽略了情感的教育。《普通高中英语课程标准》提出将情感态度作为英语教学的目标之一,让学生提高英语学习的兴趣和合作学习的能力,并引导学生将兴趣转化为内在学习动机。让学生克服困难,树立自信,形成健康自信的人格。高中生正处于过渡时期,认知水平迅速提高,情感也变得更加丰富细腻。因此,在高中英语教学中,教师不仅要培养学生的认知能力,更要把对学生的情感教育提升到一个更高的层次。本研究从情感态度视角出发,以天津市第九十五中学高一学生为研究对象,在采用问卷、观察、访谈的方法了解学生的基本情况和阅读教学情况的基础上,对外研版高中英语必修一第四模块阅读进行教学设计并实施。通过在读前、读中、读后三个环节注入情感态度的渗透,提高学生在阅读课上的积极性和参与度。笔者通过课上对学生进行观察、听取指导老师意见、课堂观察、学生访谈以及自我反思分析这堂课的意义与效果。结果表明,情感教育可以激发... 

【文章来源】：天津师范大学天津市

【文章页数】：91 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Acknowledgements
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Purposes of the Study
    1.3 Significance of the study
        1.3.1 Theoretical significance
        1.3.2 Practical significance
    1.4 Research Questions
    1.5 Overall Structure of the Thesis
Chapter 2 Literature Review
    2.1 Emotional Education
        2.1.1 Definition of Emotion
        2.1.2 Definition of Emotional Education
        2.1.3 Effect of Emotional Education
    2.2 Theoretical Basis of Emotional Education
        2.2.1 Affective Filter Hypothesis
        2.2.2 Humanistic Theory
    2.3 English Reading
        2.3.1 Definition of Reading
        2.3.2 Mainstream Reading Teaching Models
    2.4 Previous Studies on the Application of Emotional Education in English Teaching
        2.4.1 Previous Studies Abroad
        2.4.2 Previous Studies at Home
    2.5 Summary of Previous Studies on the Application of Emotional Education in English Reading
Chapter 3 Preparation and Analysis of Instructional Elements
    3.1 Preparation of Instructional Design
        3.1.1 The Participants
        3.1.2 The Instruments
        3.1.3 Data Collection
    3.2 Analysis of the Requirements of English Reading in New Curriculum Standard
    3.3 Analysis of Current Teaching Situation
    3.4 Analysis of the Learners
        3.4.1 Learners' Basic Condition and Existing Knowledge
        3.4.2 Learners' Emotion and Attitude
    3.5 Analysis of Teaching Material
    3.6 Analysis of Instructional Objectives
    3.7 Analysis of Significant Points and Difficult Points
    3.8 Design of Instructional Strategies and Teaching Methods
    3.9 Design of Teaching Aids
Chapter 4 Instructional Design of Reading Teaching with the Application of Emotional Education
    4.1 The Whole Teaching procedures and Explanation of Instructional Design
    4.2 Evaluation and Reflection of the Instructional Design
        4.2.1 Evaluation from the Students
        4.2.2 Evaluation from the Supervisor
        4.2.3 Reflection of the Instructional Design
    4.3 Modification and Improvement of the Instructional Design
Chapter 5 Conclusion
    5.1 Major Findings of the Study
    5.2 Implication for Reading Teaching
        5.2.1 Respecting Difference and Enhance Communication
        5.2.2 Standing in the Position of Students
        5.2.3 Optimizing the Relationship between Teacher and Students
        5.2.4 Emotional Evaluation for Students
    5.3 Limitation of the Study
    5.4 Suggestions for Future Study
References
Appendix Ⅰ Teaching Material
Appendix Ⅱ Questionnaire
Appendix Ⅲ Observation Scale
Appendix Ⅳ Interview Outline of the Supervisor before Instructional Design
Appendix Ⅴ Interview Outline of the Supervisor after the Instructional Design
Appendix Ⅵ Interview Outline of the Students


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硕士论文
[1]从情感维度优化高中英语阅读教学的研究[D]. 刘振丽.重庆师范大学 2012
[2]新课标下初中英语教学中学生情感态度培养的应用研究[D]. 周玲.华东师范大学 2010



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