高中英语阅读教学中探究式学习的行动研究

发布时间：2021-03-06 00:58

　　英语阅读是语言学习的重要组成部分。但高中英语阅读教学总体情况不容乐观。传统的阅读学习模式使学生被动接受知识,严重影响了学生的学习兴趣,使学生的探索和创新机会减少。因此,有必要改变高中英语阅读教学方式。《高中英语课程标准（2017年版）》倡导探究式学习等学习方式,为了提高学生阅读能力、促进学生思维品质的发展,笔者做了将探究式学习运用到高中英语阅读教学的行动研究。本研究历时三个月,选取辽宁省某高中一年级学生共三十五人的一个班作为参与者。本次行动研究分两轮进行,旨在探讨以下三个问题:1.探究式学习对学生英语阅读学习有何影响?2.探究式学习对学生思维品质的发展有何影响?3.教师在探究式学习过程中扮演了什么角色?本次行动研究采用问卷调查、测试、访谈和反思日志等多种工具收集数据。其中采用SPSS软件对问卷的各项数据进行描述性统计分析和对测试结果进行配对样本T检验分析,另外采用主题分析的方法对访谈和反思日志的数据进行整理和分析。本研究发现以下几点:第一,探究式学习的实施在很大程度上有助于改善学生的阅读学习,主要体现在提高学生的阅读表现、阅读动机、课堂参与度、阅读策略选择的效率和改善不良的阅读习惯这五... 

【文章来源】：沈阳师范大学辽宁省

【文章页数】：147 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
    1.3 Purpose of the Research
    1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
    2.1 Inquiry-based Learning
        2.1.1 Definition of Inquiry-based Learning
        2.1.2 Features of Inquiry-based Learning
        2.1.3 Models of Inquiry-based Learning
    2.2 English Reading Teaching
        2.2.1 Definition of English Reading Teaching
        2.2.2 Models of English Reading Teaching
    2.3 Relation between Inquiry-based Learning and English Reading Teaching
    2.4 Related Theories on Inquiry-based Learning
        2.4.1 Constructivist Learning Theory
        2.4.2 Humanistic Psychology Learning Theory
        2.4.3 The Discovery Learning Theory
    2.5 Action Research
        2.5.1 Definition of Action Research
        2.5.2 Features of Action Research
        2.5.3 Procedures of Action Research
    2.6 Previous Studies on Inquiry-based Learning
        2.6.1 Previous Studies Abroad
        2.6.2 Previous Studies at Home
Chapter 3 Research Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaires
        3.3.2 Interviews
        3.3.3Tests
        3.3.4 Reflective Journals
    3.4 Data Collection and Analysis
Chapter 4 The First-round Action Research
    4.1 Identifying Problems
    4.2 Making the Action Plan
    4.3 Implementing the Action Plan
    4.4 Reflection and Evaluation
        4.4.1 Analysis of the Results of Questionnaire One（Round1）
        4.4.2 Analysis of the Results of Questionnaire Two
        4.4.3 Analysis of the Results of Interview One
        4.4.4 Analysis of the Results of Reflective Journals
    4.5 Summary of Major Achievements and Problems
        4.5.1 Major Achievements
        4.5.2 Major Problems
Chapter 5 The Second-round Action Research
    5.1 Identifying Problems
    5.2 Adjusting the Action Plan
    5.3 Implementing the Action Plan
    5.4 Reflection and Evaluation
        5.4.1 Analysis of the Results of Questionnaire One（Round2）
        5.4.2 Analysis of the Results of Interview Two
        5.4.3 Analysis of the Results of Tests
        5.4.4 Analysis of the Results of Reflective Journals
    5.5 Summary of Major Achievements and Problems
        5.5.1 Major Achievements
        5.5.2 Major Problems
    5.6 Discussion of Research Questions
        5.6.1 Discussion on the Effects of Inquiry-based Learning on Students’English Reading Learning
        5.6.2 Discussion on the Effects of Inquiry-based Learning on theDevelopment of Students’Thinking Quality
        5.6.3 Discussion on the Roles the Teacher Plays in the Application ofInquiry-based Learning
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Study
    6.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H



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