从培养输出能力的角度优化高中读后任务

发布时间：2018-03-13 22:14

本文选题：阅读课　切入点：读后任务　出处：《浙江大学》2017年硕士论文　论文类型：学位论文

【摘要】：新一轮课改和高考改革越来越强调培养学生的综合语言能力,注重交际和应用。而传统教学往往重输入,轻输出的教学模式,导致学生听读能力和说写能力发展不平衡,同时,也影响学生的综合语言能力的发展。阅读课教学一直是高中英语教学中的重点。读后阶段,作为阅读课常用三步骤中的最后环节,往往只被用来检测阅读效果,且教师对这一阶段的重视度不如前两阶段,因此设计和实施较为随意。本文基于2016年10月开始试点的浙江省新高考模式的大背景,以普通中学高二学生为例,从目前高中英语阅读课和学生输出能力现状出发,结合输出理论,对高中日常阅读课读后阶段存在的主要问题进行调查和总结,从而对读后阶段进行以阅读文本话题为基础,培养学生输出能力为主要目的的教学实践提出具体的建议,并通过实际案例探索可行性和教学效果。本研究旨在解决以下两个主要问题:1)在目前的英语阅读课中,如何从培养输出能力的角度设计和实施读后任务?(2)该设计和实施的读后任务能否达到提高学生的阅读效果和综合语言能力?通过案例研究,本研究得出以下结论:1)教师需要重新思考读后阶段任务的功能,以加强输出和输入的结合度;2)对读后任务的设计需要更多的综合考量,加强学生和老师在课堂的交流;3)教师也要确保阅读课前两阶段即读前和读中阶段的有效度,这是保证读后阶段输出质量的前提。同时我们也发现,在新一轮的课改下教师也需要开阔视野设计读后任务,符合当前改革的需要。
[Abstract]:The new round of curriculum reform and the reform of the college entrance examination increasingly emphasize the cultivation of students' comprehensive language ability, and pay more attention to communication and application. However, the traditional teaching mode, which emphasizes on input and not on output, has resulted in the unbalanced development of students' listening and reading ability and their ability to speak and write, and at the same time, It also affects the development of students' comprehensive language ability. Reading class teaching has always been the focus of high school English teaching. After reading, as the last step of three steps in reading class, it is often used only to test the reading effect. Teachers pay less attention to this stage than to the first two stages, so the design and implementation of this stage is random. Based on the background of the new college entrance examination model in Zhejiang Province, which began in October 2016, this paper takes the senior middle school students as an example. Starting from the present situation of English reading class and students' output ability in senior high school, and combining with the output theory, this paper investigates and summarizes the main problems existing in the post-reading stage of the daily reading class in senior high school, so that the post-reading stage is based on the topic of reading text. This study aims to solve the following two main problems: 1) in the current English reading class, the main purpose of this study is to put forward specific suggestions on the teaching practice of cultivating students' output ability, and to explore the feasibility and teaching effect through practical cases. How to design and implement the post-reading task from the angle of training output ability? Can the design and implementation of the post-reading task improve the students' reading effect and comprehensive language proficiency? Through the case study, this study draws the following conclusions: 1) Teachers need to rethink the function of post-reading tasks in order to strengthen the combination of output and input) the design of post-reading tasks needs more comprehensive consideration. Teachers should also ensure the effectiveness of the two stages of reading before and during reading, which is a prerequisite for ensuring the quality of output in the post-reading stage. At the same time, we have also found that, In the new round of curriculum reform, teachers also need to broaden their horizons to design post-reading tasks, in line with the needs of the current reform.
【学位授予单位】：浙江大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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