运用对话教学提升初中学生英语阅读能力的实证研究
发布时间：2018-10-12 11:28
【摘要】：对话教学是以对话为原则的教学方式,它是一种追求人性化和创造性的新式教学思维和理念。对话教学能够改变学生死记硬背的机械学习模式,减少教师向学生进行单向灌输的状态,使学生的学习过程由听和写变成“你-我”的对话关系。不同于教学对话,对话教学模式能够增加学生在课堂中的话语权,重视对话的真实性、正当性及真诚性。初中英语阅读教学的实质是教师、学生以及文本三者之间心灵对话的过程,而当前阅读教学的模式主要以教师讲、学生听为主,师生在课堂中的对话仅在教师向学生提出问题中产生,这种对话缺位、对话不足、对话失真的现状不利于当前初中英语阅读能力的提高。对话教学在我国英语教学方面的研究尚处于基础阶段,需通过大量的教学实践来探索其在教学过程中的有效性。本研究选取了笔者所在中学七位英语教师,以及该中学八年级的两个班80名学生作为调查对象,将两个班级设置为对照班与实验班,对照班的采取传统教学法,实验班采取对话教学法,通过课堂实践观察学生们在对话教学课堂中的表现,并对不同教学方式下学生的英语阅读成绩加以考核,目的在于探索对话教学在实际初中英语阅读教学中从哪些方面可以促进阅读教学,以及如何优化对话教学在英语阅读课中的实施。此外,笔者还对七位教师进行了访谈,研究教师在对话教学中遇到的问题。本文从学生和教师两个方面进行研究,并提出以下问题:1)对话教学从哪些方面可以促进学生阅读能力的提高?2)在英语阅读教学中如何运用对话教学去提升学生阅读能力?3)实施对话教学的效果怎么样?通过对话教学在初中英语阅读课堂中的实证研究,结合对照班和实验班两个班级之间的调查分析,本研究得到以下发现:1)英语阅读课堂中对话教学能够促进学生阅读信息的获取、激发学生阅读的主观能动性、提升学生阅读理解能力,有利于师生本三者之间的联系。2)对话教学与阅读能力的练习、阅读内容的联系、教师自身专业素养及学生的对话主观能动性方面息息相关。3)重视阅读能力教学目标,明确对话教学运用优势;加强阅读与对话的联系,完善对话教学法的运用;提升教师的专业水平,加强对话教学素养训练;激发学生学习热情,发挥对话主观动能性。在对话教学研究方面还有许多要做的。首先,更多的对话方式需要教师不断探索,教学的内容也需要教师归纳总结,从而实现高效的课堂教学。其次,此项研究还需要扩大研究的班级和人数,让更多的学生和老师享受这种优质的课堂教学模式。另外,教师还要继续加强理论学习,尽可能多查阅资和收集资料,获得更多的理论支撑。
[Abstract]:Dialogue teaching is a teaching method based on dialogue. It is a new teaching thought and idea which pursues humanization and creativity. Dialogue teaching can change the mechanical learning mode of students by rote memorization, reduce the state of unilateral indoctrination by teachers, and change the learning process of students from listening and writing to the dialogue relationship of "you-I". Different from the teaching dialogue, the dialogue teaching mode can increase the students' right to speak in the classroom and attach importance to the authenticity, legitimacy and sincerity of the dialogue. The essence of English reading teaching in junior high school is the process of spiritual dialogue among teachers, students and texts. The dialogue between teachers and students in the classroom only occurs when teachers ask questions to the students. This kind of dialogue is absent, insufficient, and the present situation of dialogue distortion is not conducive to the improvement of reading ability of junior high school English. The study of dialogue teaching in English teaching in China is still in the basic stage. It is necessary to explore the effectiveness of dialogue teaching in the process of teaching through a large number of teaching practices. In this study, seven English teachers from my middle school and 80 students from two classes in grade eight were selected as the objects of investigation. The two classes were divided into two classes: the control class and the experimental class. The traditional teaching method was adopted in the control class. The experimental class adopts the dialogue teaching method, observes the students' performance in the dialogue teaching class through the classroom practice, and evaluates the students' English reading achievement under different teaching methods. The purpose of this paper is to explore the ways in which dialogue teaching can promote reading teaching in junior high school English reading teaching and how to optimize the implementation of dialogue teaching in English reading class. In addition, the author also conducted interviews with seven teachers to study the problems encountered by teachers in dialogue teaching. This article carries on the research from the student and the teacher two aspects, The following questions are put forward: 1) what aspects of dialogue teaching can promote the improvement of students' reading ability? 2) how to use dialogue teaching to improve students' reading ability in English reading teaching? 3) what is the effect of dialogue teaching? Through the empirical study of dialogue teaching in junior middle school English reading class, combined with the investigation and analysis of the two classes in the control class and the experimental class, The findings of this study are as follows: 1) Dialogue teaching in English reading classroom can promote students' reading information acquisition, stimulate students' reading initiative and improve students' reading comprehension ability. It is beneficial to the relationship between teachers and students. 2) the teaching of dialogue is closely related to the practice of reading ability, the connection of reading content, the teachers' own professional accomplishment and the students' initiative of dialogue. 3) the teaching goal of reading ability is emphasized. Make clear the advantages of dialogue teaching; strengthen the relationship between reading and dialogue, improve the use of dialogue teaching methods; improve teachers' professional level, strengthen dialogue teaching literacy training; stimulate students' enthusiasm for learning, play dialogue subjective kinetic energy. There is still much to be done in dialogue teaching and research. First of all, more ways of dialogue need teachers to explore constantly, and the contents of teaching also need teachers to sum up, so as to achieve efficient classroom teaching. Second, the study also needs to expand the class and size of the study so that more students and teachers enjoy this high-quality classroom teaching model. In addition, teachers should continue to strengthen theoretical learning, as much as possible access to information and materials, to obtain more theoretical support.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
[Abstract]:Dialogue teaching is a teaching method based on dialogue. It is a new teaching thought and idea which pursues humanization and creativity. Dialogue teaching can change the mechanical learning mode of students by rote memorization, reduce the state of unilateral indoctrination by teachers, and change the learning process of students from listening and writing to the dialogue relationship of "you-I". Different from the teaching dialogue, the dialogue teaching mode can increase the students' right to speak in the classroom and attach importance to the authenticity, legitimacy and sincerity of the dialogue. The essence of English reading teaching in junior high school is the process of spiritual dialogue among teachers, students and texts. The dialogue between teachers and students in the classroom only occurs when teachers ask questions to the students. This kind of dialogue is absent, insufficient, and the present situation of dialogue distortion is not conducive to the improvement of reading ability of junior high school English. The study of dialogue teaching in English teaching in China is still in the basic stage. It is necessary to explore the effectiveness of dialogue teaching in the process of teaching through a large number of teaching practices. In this study, seven English teachers from my middle school and 80 students from two classes in grade eight were selected as the objects of investigation. The two classes were divided into two classes: the control class and the experimental class. The traditional teaching method was adopted in the control class. The experimental class adopts the dialogue teaching method, observes the students' performance in the dialogue teaching class through the classroom practice, and evaluates the students' English reading achievement under different teaching methods. The purpose of this paper is to explore the ways in which dialogue teaching can promote reading teaching in junior high school English reading teaching and how to optimize the implementation of dialogue teaching in English reading class. In addition, the author also conducted interviews with seven teachers to study the problems encountered by teachers in dialogue teaching. This article carries on the research from the student and the teacher two aspects, The following questions are put forward: 1) what aspects of dialogue teaching can promote the improvement of students' reading ability? 2) how to use dialogue teaching to improve students' reading ability in English reading teaching? 3) what is the effect of dialogue teaching? Through the empirical study of dialogue teaching in junior middle school English reading class, combined with the investigation and analysis of the two classes in the control class and the experimental class, The findings of this study are as follows: 1) Dialogue teaching in English reading classroom can promote students' reading information acquisition, stimulate students' reading initiative and improve students' reading comprehension ability. It is beneficial to the relationship between teachers and students. 2) the teaching of dialogue is closely related to the practice of reading ability, the connection of reading content, the teachers' own professional accomplishment and the students' initiative of dialogue. 3) the teaching goal of reading ability is emphasized. Make clear the advantages of dialogue teaching; strengthen the relationship between reading and dialogue, improve the use of dialogue teaching methods; improve teachers' professional level, strengthen dialogue teaching literacy training; stimulate students' enthusiasm for learning, play dialogue subjective kinetic energy. There is still much to be done in dialogue teaching and research. First of all, more ways of dialogue need teachers to explore constantly, and the contents of teaching also need teachers to sum up, so as to achieve efficient classroom teaching. Second, the study also needs to expand the class and size of the study so that more students and teachers enjoy this high-quality classroom teaching model. In addition, teachers should continue to strengthen theoretical learning, as much as possible access to information and materials, to obtain more theoretical support.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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