基于英语学科能力框架的高中英语阅读活动设计研究
发布时间：2020-12-26 00:50
学科能力是学生能力在某一学科中的具体表现。在英语课堂教学中,学科能力指向英语学习者所必备的关键知识与技能。课堂活动是英语教学的主要形式与手段。学生在完成不同活动的过程中学习知识,发展能力。因此,学生的英语学科能力也主要通过课堂教学活动逐步培养。国内关于英语学科能力的研究大部分停留在理论层面。近年来,出现了一些基于英语学科能力的阅读教学活动的课例研究。但基于英语学科能力对高中英语教师的阅读教学活动设计的相关调查与研究很少,从而为本文留下了研究的空间。本文以王蔷课题组提出的英语学科能力框架为基础,对高中英语教师在阅读教学中的课堂活动设计进行个案研究。研究对象来自四川大学附属中学高二年级的三位英语教师。研究问题如下所示:(1)教师在阅读教学中设计了哪些活动?(2)教师的阅读活动设计中体现了哪些英语学科能力?(3)哪些因素影响教师的阅读活动设计对学生英语学科能力的培养?通过对数据进行收集、整理、分析,得出以下研究结果:第一,高中英语教师阅读教学活动设计中,学习理解类活动最多,应用实践类活动和迁移创新类活动较少,尤其迁移创新类活动最少;第二,在各项二级能力要素中,提取概括能力涉及最多,其次是感知...
【文章来源】： 胡可 四川师范大学
【文章页数】：77 页
【学位级别】：硕士
【文章目录】：
摘要
ABSTRACT
Chapter One Introduction
1.1 Research Background
1.2 Significance and Purpose of the Research
1.3 Structure of the Paper
Chapter Two Literature Review
2.1 Introduction to the English Disciplinary Competency
2.1.1 Definitions of the English Disciplinary Competency
2.1.2 English Disciplinary Competency Framework
2.2 Introduction to the Classroom Activity
2.2.1 Definitions of the Classroom Activity
2.2.2 Activity-based English Learning Approach2
2.3 Previous Studies at Home and Abroad
2.3.1 Previous Studies on the English Disciplinary Competency at Home andAbroad
2.3.2 Previous Studies on the Classroom Activity at Home and Abroad
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Instruments
3.3.1 Classroom Observation
3.3.2 Interview
3.4 Research Procedures
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 The Classroom Activities Designed by the Teachers
4.2 The English Disciplinary Competencies Embodied in the Teachers’Classroom Activity Design
4.3 Teachers’Understanding of Classroom Activity Design and EnglishDisciplinary Competency
4.4 The Influencing Factors of Teachers’Classroom Activity Design
Chapter Five Conclusion
5.1 Research Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study
5.4 Suggestions for Future Study
Bibliography
AppendixⅠ
AppendixⅡ
Acknowledgement
本文编号：2938710
【文章来源】： 胡可 四川师范大学
【文章页数】：77 页
【学位级别】：硕士
【文章目录】：
摘要
ABSTRACT
Chapter One Introduction
1.1 Research Background
1.2 Significance and Purpose of the Research
1.3 Structure of the Paper
Chapter Two Literature Review
2.1 Introduction to the English Disciplinary Competency
2.1.1 Definitions of the English Disciplinary Competency
2.1.2 English Disciplinary Competency Framework
2.2 Introduction to the Classroom Activity
2.2.1 Definitions of the Classroom Activity
2.2.2 Activity-based English Learning Approach2
2.3 Previous Studies at Home and Abroad
2.3.1 Previous Studies on the English Disciplinary Competency at Home andAbroad
2.3.2 Previous Studies on the Classroom Activity at Home and Abroad
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Instruments
3.3.1 Classroom Observation
3.3.2 Interview
3.4 Research Procedures
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 The Classroom Activities Designed by the Teachers
4.2 The English Disciplinary Competencies Embodied in the Teachers’Classroom Activity Design
4.3 Teachers’Understanding of Classroom Activity Design and EnglishDisciplinary Competency
4.4 The Influencing Factors of Teachers’Classroom Activity Design
Chapter Five Conclusion
5.1 Research Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study
5.4 Suggestions for Future Study
Bibliography
AppendixⅠ
AppendixⅡ
Acknowledgement
本文编号：2938710
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