PBL教学法在2013年印尼英语阅读教学中的应用研究
发布时间：2021-02-07 06:00
印度尼西亚教育正在接受21世纪的考验,为了提升学生的高阶思维能力并做好成为全球公民的准备,英语教师需要提高自己的教学技能。印度尼西亚政府已通过印度尼西亚教育和文化部（IMoEC）取得了突破性进展,改变了课程设置,并在包括高中在内的印度尼西亚各级教育中推进了一些新的教学方法。于2013年7月15日（2013/2014学年）,IMoEC正式启动实施2013年课程（K13）改革。K13被定义为能够应对21世纪挑战的课程,其特点是重视培养学生的高阶思维能力（包括批判性思维和问题解决能力）、沟通能力、协作能力、创造力和教学过程中的创新能力。因此,在K13的英语阅读教学中,英语教师应采用科学的教学方法来提高学生的高阶思维能力,即基于问题的教学方法（PBL）。PBL能提高学生的学习动机,发展其高阶思维、元认知和自我调节学习能力,同时使学习与现实世界和日常生活有关。其目标是提高学生的解决问题能力、自主学习能力、团队合作能力、语言、管理和学习能力。除此之外,教师作为引导者,不应该直接给学生答案,而需要创设问题情境,并协助学生解决问题。此外,在英语阅读教学中,教师需要掌握实施PBL法的五个步骤和SA法的五...
【文章来源】：华中师范大学湖北省 211工程院校 教育部直属院校
【文章页数】：180 页
【学位级别】：博士
【文章目录】：
ACKNOWLEDGEMENT
摘要
ABSTARCT
LIST OF ABBREVIATIONS
CHAPTER I INTRODUCTION
1.1 Research Background
1.2 Research Problem Statements
1.3 Research Purposes
1.4 Research Significances
1.5 Research Limitations
1.6 Research Questions
1.7 Previous Studies
1.8 Definition of Key Terms
CHAPTER Ⅱ LITERATURE REVIEW
2.1 Problem-Based Learning （PBL） Method
2.1.1 A Brief History of the PBL Method
2.1.2 The Definition of PBL method
2.1.3 The Learning Goals of PBL method
2.1.4 The Teacher rs Role in PBL
2.1.5 How to Implement PBL Method In the Classroom
2.2 General Understanding of Curriculum
2.2.1 Curriculum Approaches
2.2.2 Definition of Curriculum
2.2.3 Curriculum Development
2.2.4 Curriculum Implementation
2.3 The 2013 Curriculum （K13） in Indonesia
2.3.1 A Brief History of K13
2.3.2 K13 Development
2.3.3 The Implementation ofK13 in English Language Teaching
2.3.4 The Assessment of K13
2.4 Teaching English Reading Text in Senior High School
2.4.1 English Reading Types
2.4.2 PBL Method in K13 on Teaching English Reading Text
CHAPTER Ⅲ RESEARCH METHODOLOGY
3.1 Research Method
3.1.1 Phase 1 - Quantitative Data
3.1.2 Phase 2 - Qualitative Data
3.2 Conceptual Framework
CHAPTER IV FINDINGS AND DISCUSSIONS OF QUANTITATIVEDATA
4.1 The Demography of Participants, Information
4.2 The Teachers’ Implementation of PBL Method in K13 onTeaching English Reading Text to Senior High School Students
4.3 The effects of PBL method implementation on senior highschool students5 ability in understanding English reading text
4.4 The Teachers' Interpretation of PBL Method in K13 on Teaching EnglishReading Text to Senior High School Students
4.5 The Factors that Influence Teachers* Implementation andInterpretation of PBL Method in K13 on Teaching English ReadingText to Senior High School Students
4.6 The Summary
CHAPTER Ⅴ FINDINGS AND DISCUSSIONS OF QUALITATIVE DATA
5.1 The Information of Teachers5 Personality
5.2 Teachers’ Implementation of PBL Method in K13 on TeachingEnglish Reading Text to Senior High School
5.2.1 Teaching Implementation
5.2.2 Teaching Documents
5.3 Teachers5 Interpretation of PBL Method in K13 on TeachingEnglish Reading Text to Senior High School
5.3.1 Engaging Students in the Problem and Observing
5.3.2 Organizing/Managing the Students and Questioning
5.3.3 Guiding Individual and Group Investigation and Experimenting
5.3.4 Developing and Presenting the Students' Work Result and Associating
5.3.5 Analysing and Evaluating the Problem-solving Process and Communicating/Networking
5.4 The Factors that Influence Teachers, Implementation and Interpretation of PBL Method in K13 on Teaching English Reading Text to Senior High School Students
5.4.1 Students, Factors
5.4.2 Teachers’Factors
5.4.3 Time Allocation to Implement PBL Steps
5.4.4 Facilities and Infrastructures
5.5 The Summary
CHAPTER VI CONCLUSIONS AND RECOMMENDATIONS
6.1 Conclusions
6.1.1 The Teachers9 Implementation of PBL Method in K13 on TeachingEnglish Reading Text to Senior High School Students
6.1.2 The effects of PBL method implementation on senior high schoolstudents' ability in understanding English reading text
6.1.3 The Teachers' Interpretation of PBL Method in K13 on Teaching EnglishReading Text to Senior High School Students
6.1.4 The Factors that Influence Teachers’ Implementation and Interpretationof PBL Method in K13 on Teaching English Reading Text to Senior High SchoolStudents
6.2 Recommendations
6.2.1 Indonesian Ministry of Education and Culture （IMoEC）
6.2.2 Senior High School English Teachers
6.2.3 Further Research
REFERENCES
本文编号：3021777
【文章来源】：华中师范大学湖北省 211工程院校 教育部直属院校
【文章页数】：180 页
【学位级别】：博士
【文章目录】：
ACKNOWLEDGEMENT
摘要
ABSTARCT
LIST OF ABBREVIATIONS
CHAPTER I INTRODUCTION
1.1 Research Background
1.2 Research Problem Statements
1.3 Research Purposes
1.4 Research Significances
1.5 Research Limitations
1.6 Research Questions
1.7 Previous Studies
1.8 Definition of Key Terms
CHAPTER Ⅱ LITERATURE REVIEW
2.1 Problem-Based Learning （PBL） Method
2.1.1 A Brief History of the PBL Method
2.1.2 The Definition of PBL method
2.1.3 The Learning Goals of PBL method
2.1.4 The Teacher rs Role in PBL
2.1.5 How to Implement PBL Method In the Classroom
2.2 General Understanding of Curriculum
2.2.1 Curriculum Approaches
2.2.2 Definition of Curriculum
2.2.3 Curriculum Development
2.2.4 Curriculum Implementation
2.3 The 2013 Curriculum （K13） in Indonesia
2.3.1 A Brief History of K13
2.3.2 K13 Development
2.3.3 The Implementation ofK13 in English Language Teaching
2.3.4 The Assessment of K13
2.4 Teaching English Reading Text in Senior High School
2.4.1 English Reading Types
2.4.2 PBL Method in K13 on Teaching English Reading Text
CHAPTER Ⅲ RESEARCH METHODOLOGY
3.1 Research Method
3.1.1 Phase 1 - Quantitative Data
3.1.2 Phase 2 - Qualitative Data
3.2 Conceptual Framework
CHAPTER IV FINDINGS AND DISCUSSIONS OF QUANTITATIVEDATA
4.1 The Demography of Participants, Information
4.2 The Teachers’ Implementation of PBL Method in K13 onTeaching English Reading Text to Senior High School Students
4.3 The effects of PBL method implementation on senior highschool students5 ability in understanding English reading text
4.4 The Teachers' Interpretation of PBL Method in K13 on Teaching EnglishReading Text to Senior High School Students
4.5 The Factors that Influence Teachers* Implementation andInterpretation of PBL Method in K13 on Teaching English ReadingText to Senior High School Students
4.6 The Summary
CHAPTER Ⅴ FINDINGS AND DISCUSSIONS OF QUALITATIVE DATA
5.1 The Information of Teachers5 Personality
5.2 Teachers’ Implementation of PBL Method in K13 on TeachingEnglish Reading Text to Senior High School
5.2.1 Teaching Implementation
5.2.2 Teaching Documents
5.3 Teachers5 Interpretation of PBL Method in K13 on TeachingEnglish Reading Text to Senior High School
5.3.1 Engaging Students in the Problem and Observing
5.3.2 Organizing/Managing the Students and Questioning
5.3.3 Guiding Individual and Group Investigation and Experimenting
5.3.4 Developing and Presenting the Students' Work Result and Associating
5.3.5 Analysing and Evaluating the Problem-solving Process and Communicating/Networking
5.4 The Factors that Influence Teachers, Implementation and Interpretation of PBL Method in K13 on Teaching English Reading Text to Senior High School Students
5.4.1 Students, Factors
5.4.2 Teachers’Factors
5.4.3 Time Allocation to Implement PBL Steps
5.4.4 Facilities and Infrastructures
5.5 The Summary
CHAPTER VI CONCLUSIONS AND RECOMMENDATIONS
6.1 Conclusions
6.1.1 The Teachers9 Implementation of PBL Method in K13 on TeachingEnglish Reading Text to Senior High School Students
6.1.2 The effects of PBL method implementation on senior high schoolstudents' ability in understanding English reading text
6.1.3 The Teachers' Interpretation of PBL Method in K13 on Teaching EnglishReading Text to Senior High School Students
6.1.4 The Factors that Influence Teachers’ Implementation and Interpretationof PBL Method in K13 on Teaching English Reading Text to Senior High SchoolStudents
6.2 Recommendations
6.2.1 Indonesian Ministry of Education and Culture （IMoEC）
6.2.2 Senior High School English Teachers
6.2.3 Further Research
REFERENCES
本文编号：3021777
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