基于“分层教学”的学案导学模式对高中生英语阅读能力的影响研究

发布时间：2018-07-06 13:01

本文选题：分层导学案 + 英语阅读能力　；参考：《中北大学》2017年硕士论文

【摘要】：英语阅读作为衡量学生英语综合素质与整体能力的一个重要指标,一直是英语学习的重点与难点,当代高中生在英语学习的过程中所面临的最大问题就是阅读,如何有效地提高学习者的英语阅读能力一直受广大学者的热切关注。经过多年的英语教学改革和实践,目前,教师较普遍使用的教学形式既有分层教学也有学案导学。很多中外学者分别对此两种教学模式对英语教学的影响进行了研究,然而把两者结合起来的研究并不多。同时因为教学对象的改变,原来的导学案已不适合当今的学生。所以,笔者认为基于分层教学的导学案教学模式是一种有益的尝试。自主、合作、探究是导学案教学模式的主要特征。导学案是一种新型的教学模式,不仅顺应素质教育和课改的要求,注重培养学生的自主性学习和合作学习,而且体现了“教师为主导、学生为主体”的原则。当前,很多进行教学改革的学校都采用了导学案进行教学,郑州十一中学就是其中之一。作者选取的实验学校已经使用导学案近10年,但到目前为止,并没有研究证明此学案对本校学生的有效性,是否适用于不同层次的学生,本次设计旨在研究基于分层教学的学案导学模式对学生英语阅读能力的影响,包括以下几个问题:1.本校学生对现存的导学案持什么样的观点?2.运用分层导学案教学模式是否能够提高高中生的英语学习成绩?如果可以,高水平、中水平和低水平学生的英语成绩分别有多大程度的提高?3.分层导学案对不同层次高中生英语阅读有什么影响?(英语自主阅读能力,学生的阅读态度,阅读策略及技巧)为回答以上问题,从2016年9月到2017年1月,作者在河南省郑州十一中开展了为期一学期的实验研究。为了使本实验所需样本具有科学性,本实验抽取了高二年级重点班的50名学生和普通班的50名学生(共100名)作为实验对象。两个班级由同一名教师教学,使用相同的教材,课时也相同。唯一不同的是两个班级根据学生水平使用不同的学案。本实验研究方法包括前后测、问卷、课堂观察和访谈。测试和问卷的结果由SPSS20.0数据分析软件进行分析。根据实验结果,本研究得出以下结论:运用分层导学案模式不但提高了不同层次学生的英语成绩,学生的自主学习能力,学生对阅读策略的运用以及学生对阅读的积极态度都有了很大的提升。
[Abstract]:English reading, as an important index to measure students' English comprehensive quality and overall ability, has always been the focus and difficulty of English learning. Reading is the biggest problem faced by contemporary high school students in the process of learning English. How to effectively improve learners' English reading ability has been paid close attention to by many scholars. After many years of English teaching reform and practice, teachers generally use both stratified teaching and learning plan. Many scholars at home and abroad have studied the influence of these two teaching modes on English teaching, but few researches have combined them. At the same time, because of the change of teaching objects, the original teaching plan is not suitable for today's students. Therefore, the author thinks that the teaching mode based on stratified teaching is a beneficial attempt. Independence, cooperation and inquiry are the main characteristics of the teaching mode. The guiding case is a new teaching mode, which not only conforms to the requirements of quality education and curriculum reform, but also embodies the principle of "teacher as the leading factor, students as the main body" and pays attention to the cultivation of students' autonomous learning and cooperative learning. At present, many schools carrying out teaching reform have adopted instruction plan, one of which is Zhengzhou No. 11 Middle School. The experimental school selected by the author has been using the pilot case for nearly 10 years, but so far, there has been no research to prove the effectiveness of the case to the students of our school, and whether it is applicable to students of different levels. The purpose of this design is to study the effects of the learning plan guidance model based on hierarchical teaching on students' English reading ability, including the following questions: 1. What kind of view does the student of our school hold to the present instruction plan? Can the application of the teaching mode of "stratified instruction case" improve the English learning achievement of senior high school students? If so, what is the degree of improvement in English achievement of high, middle and low level students respectively? What is the effect of stratified teaching plan on English reading of senior high school students at different levels? In order to answer the above questions, the author conducted an experimental study in Zhengzhou No. 11 Middle School in Henan Province from September 2016 to January 2017. In order to make the samples of this experiment scientific, 50 students in the key class of senior two grade and 50 students in the general class (100 students in total) were selected as the experimental objects. Both classes are taught by the same teacher, with the same teaching materials and the same class hours. The only difference is that the two classes use different study plans according to the student's level. The research methods include pre-and-post test, questionnaire, classroom observation and interview. The results of the test and questionnaire were analyzed by SPSS 20.0 data analysis software. Based on the results of the experiment, this study draws the following conclusions: the application of the hierarchical learning plan model not only improves the English scores of students at different levels, but also improves the students' autonomous learning ability. Students' use of reading strategies and students' positive attitude towards reading have greatly improved.
【学位授予单位】：中北大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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