普通高中英语阅读课探究教学实施情况的调查研究
发布时间：2019-02-19 22:10
【摘要】：自新课程改革倡导自主、合作、探究的学习方式以来,新的教育理念逐步深入人心。将探究教学运用到阅读教学中,能够使学生充分参与到学习过程中,通过自主构建知识,体验知识产生的过程。这样,学生就可以更加主动的去学习,从而真正成为课堂的主人。但目前,普通高中英语阅读课中探究教学实施情况如何,高中英语教师对探究性阅读教学认知情况如何,以及学生在探究性阅读教学活动中的学习情况如何都是笔者想要调查和研究的一些问题(在此,为叙述方便,笔者将英语阅读课中的探究教学简称为探究性的阅读教学)。笔者希望这些问题的解决可以为当下探究性阅读教学的改革提供一些有价值的参考。本研究从进一步推进新课程改革和揭露传统阅读教学的弊端来揭示阅读课中使用探究教学的必要性和可行性,在此基础上产生研究问题。研究问题从三个角度谈起。一、教师认知角度,即高中英语教师对探究性阅读教学认识情况如何?二、教师操作角度,即高中英语教师在阅读课中探究教学实施情况如何?三、是学生角度,即学生在探究性阅读教学过程中的学习情况如何?在确定了基本研究问题以后,笔者以安泽一中和洪洞一中的30名教师和260个学生为研究对象,采用问卷调查和访谈等方法进行调查并对收集的数据和访谈资料进行了定量和定性分析。最后进行了总结并对如何提高和改进阅读课中的探究教学提出了自己的建议。对于调查结果,笔者主要从三个角度谈起。一、教师认识角度。教师对探究教学兴趣浓厚,有一定的认识和了解。但具体到基本的探究模式和步骤却很少有老师能够说得清楚。并且还有一部分教师不知道该怎样指导学生的探究性学习,怎样评价学生在探究性学习活动中的表现。二、教师操作角度。通过调查,只有一小部分教师能够根据基本的操作步骤进行操作,能够关注到学生探究自主性以及在探究活动中能力及情感的培养,但大部分教师的操作过程是混乱且盲目的。他们忽视了学生在探究性阅读活动中能力及情感的培养。三、学生角度。尽管绝大多数学生探究兴趣浓厚,乐意参与探究性学习,但他们往往只关注探究性学习的形式而忽略它的实质。具体表现在学生不清楚具体的探究步骤;由于基础知识薄弱不能够进行充分探究,缺乏基本的探究技巧。除此之外,在探究性的小组活动中,大多数同学不能够与同伴有效讨论与交流,也不知道怎样评价组员的探究性学习活动。面对以上问题,笔者提出4点建议:1改革现存的教学体系,释放教师;2结合理论和实践进一步丰富教师在探究性阅读教学方面的理论知识储备;3加强对教师的探究性教学的专业培训;4激发学生的探究兴趣,培养学生的基本的探究技能等。
[Abstract]:Since the new curriculum reform advocates independent, cooperative and inquiry learning, the new educational concept has gradually taken root in people's hearts. Applying inquiry teaching to reading teaching can make students fully participate in the learning process and experience the process of knowledge generation by building knowledge on their own. In this way, students can learn more actively, thus truly become the master of the classroom. However, at present, what is the implementation of inquiry teaching in English reading class in senior high school, and what is the cognition of inquiry reading teaching among English teachers in senior high school? The author wants to investigate and study the students' learning situation in the inquiry reading teaching activities. (in this case, for the convenience of narration, the inquiry teaching in English reading class is referred to as inquiry reading teaching). The author hopes that the solution of these problems can provide some valuable reference for the reform of inquiry reading teaching. This study reveals the necessity and feasibility of using inquiry teaching in reading class from the perspective of further promoting the new curriculum reform and exposing the disadvantages of traditional reading teaching. The research question starts from three angles. 1. Teachers' cognitive perspective, that is, how does senior high school English teachers know about inquiry reading teaching? Second, what is the implementation of inquiry teaching in reading class from the perspective of teachers' operation? Third, is the student's angle, that is, the student in the inquiry reading teaching process learning situation? After determining the basic research problems, the author takes 30 teachers and 260 students in Anze No. 1 Middle School and Hongdong No. 1 Middle School as the research objects. Questionnaires and interviews were used to investigate and analyze the collected data and interview data quantitatively and qualitatively. Finally, the author summarizes and puts forward some suggestions on how to improve the inquiry teaching in reading class. For the results of the investigation, the author mainly from three angles. First, teachers know the angle. Teachers have a strong interest in inquiry teaching, and have a certain understanding and understanding. But few teachers can speak clearly to the basic inquiry patterns and steps. And some teachers do not know how to guide students' inquiry learning and how to evaluate students' performance in inquiry learning activities. Second, the operation angle of teachers. Through the investigation, only a small number of teachers can operate according to the basic operation steps, and can pay attention to the students' inquiry autonomy and the cultivation of ability and emotion in the inquiry activities, but most of the teachers' operation process is chaotic and blind. They neglect the cultivation of students' ability and emotion in inquiry reading activities. Third, student angle. Although most students are interested in inquiry and willing to participate in inquiry learning, they tend to focus on the form of inquiry learning and ignore its essence. The concrete manifestation is that the students are not clear about the specific inquiry steps, because the basic knowledge is weak and can not be fully explored, so they lack the basic inquiry skills. In addition, in exploratory group activities, most students can not effectively discuss and communicate with their peers, nor do they know how to evaluate the group members' inquiry learning activities. In the face of the above problems, the author puts forward four suggestions: (1) reforming the existing teaching system and releasing teachers; (2) combining theory and practice to further enrich teachers' theoretical knowledge reserve in inquiry reading teaching; (3) strengthening the professional training of teachers in inquiry teaching, 4 arousing students' interest in inquiry, and cultivating students' basic inquiry skills, etc.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2426929
[Abstract]:Since the new curriculum reform advocates independent, cooperative and inquiry learning, the new educational concept has gradually taken root in people's hearts. Applying inquiry teaching to reading teaching can make students fully participate in the learning process and experience the process of knowledge generation by building knowledge on their own. In this way, students can learn more actively, thus truly become the master of the classroom. However, at present, what is the implementation of inquiry teaching in English reading class in senior high school, and what is the cognition of inquiry reading teaching among English teachers in senior high school? The author wants to investigate and study the students' learning situation in the inquiry reading teaching activities. (in this case, for the convenience of narration, the inquiry teaching in English reading class is referred to as inquiry reading teaching). The author hopes that the solution of these problems can provide some valuable reference for the reform of inquiry reading teaching. This study reveals the necessity and feasibility of using inquiry teaching in reading class from the perspective of further promoting the new curriculum reform and exposing the disadvantages of traditional reading teaching. The research question starts from three angles. 1. Teachers' cognitive perspective, that is, how does senior high school English teachers know about inquiry reading teaching? Second, what is the implementation of inquiry teaching in reading class from the perspective of teachers' operation? Third, is the student's angle, that is, the student in the inquiry reading teaching process learning situation? After determining the basic research problems, the author takes 30 teachers and 260 students in Anze No. 1 Middle School and Hongdong No. 1 Middle School as the research objects. Questionnaires and interviews were used to investigate and analyze the collected data and interview data quantitatively and qualitatively. Finally, the author summarizes and puts forward some suggestions on how to improve the inquiry teaching in reading class. For the results of the investigation, the author mainly from three angles. First, teachers know the angle. Teachers have a strong interest in inquiry teaching, and have a certain understanding and understanding. But few teachers can speak clearly to the basic inquiry patterns and steps. And some teachers do not know how to guide students' inquiry learning and how to evaluate students' performance in inquiry learning activities. Second, the operation angle of teachers. Through the investigation, only a small number of teachers can operate according to the basic operation steps, and can pay attention to the students' inquiry autonomy and the cultivation of ability and emotion in the inquiry activities, but most of the teachers' operation process is chaotic and blind. They neglect the cultivation of students' ability and emotion in inquiry reading activities. Third, student angle. Although most students are interested in inquiry and willing to participate in inquiry learning, they tend to focus on the form of inquiry learning and ignore its essence. The concrete manifestation is that the students are not clear about the specific inquiry steps, because the basic knowledge is weak and can not be fully explored, so they lack the basic inquiry skills. In addition, in exploratory group activities, most students can not effectively discuss and communicate with their peers, nor do they know how to evaluate the group members' inquiry learning activities. In the face of the above problems, the author puts forward four suggestions: (1) reforming the existing teaching system and releasing teachers; (2) combining theory and practice to further enrich teachers' theoretical knowledge reserve in inquiry reading teaching; (3) strengthening the professional training of teachers in inquiry teaching, 4 arousing students' interest in inquiry, and cultivating students' basic inquiry skills, etc.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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