生成哲学观视域下的“对分课堂”教学模式应用于大学英语阅读的实证研究
发布时间：2021-06-07 19:27
对于当代大学生而言,英语阅读是一项重要的技能,也是其获取信息的重要途径,这一点是毋庸置疑的。通过进行英语文本类阅读,可以丰富大学生们对于英语国家文化的了解,扩宽其视野,并使其获得更好的英语能力。此外,在英语教学中,英语阅读被视为是教学工作中的重点。但是在当今的英语教学环境中,仍存在着诸多问题,诸如:学生对英语阅读的兴趣低下、学生在课堂中仅仅只是被动的接纳者、师生之间交流不畅,阅读课堂效率低下等等。为了改变英语阅读课堂的现状和让学生能够更好地进行阅读学习,在本文中,笔者以生成哲学为理论基础,采用复旦大学张学新教授于2013年提出的“对分课堂”这一教学模式,尝试设计出一种有别于传统教学模式的新型课堂教学模式。该教学过程可被概括为:话题导入（教师主导）,信息呈现（教师主导）,信息内化与信息联结（学生主导）,及意义的生成与拓展（学生主导）。本文在基于生成哲学的“对分课堂”教学模式的指导下,重点研究大学英语阅读,主要试图解决以下两大问题:1.生成哲学视域下的“对分课堂”教学模式是否可以提升学生的英语阅读成绩?2.生成哲学视域下的“对分课堂”教学模式是否可以提高学生的英语阅读兴趣?本实验选取西北民...
【文章来源】：西北民族大学甘肃省
【文章页数】：66 页
【学位级别】：硕士
【文章目录】：
A Brief List of Related Abbreviations
摘要
Abstract
Chapter1 Introduction
1.1 Background of the Research
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Thesis Framework of the Research
Chapter2 Literature Review
2.1 The Generative Teaching Philosophy
2.1.1 The Definition of the Generative Philosophy
2.1.2 The Definition of the Generative Teaching Philosophy
2.1.3 The Developing Process and Relevant Studies of the Generative TeachingPhilosophy Abroad
2.1.4 The Differences Between the Generative Teaching Philosophy and thePresupposed Teaching
2.2 The PAD Model
2.2.1 The Definition of the PAD Model
2.2.2 The Relevant Studies and Research Status of the PAD Model in China
2.2.3 The Research Trends of the PAD Model in China
2.3 The Generative Teaching Philosophy and the PAD Model
2.3.1 The Creative Combination and Connection Between the Generative TeachingPhilosophy and the PAD Model
2.3.2 The Concrete Teaching Plan Under the Combination of the GenerativeTeaching Philosophy and the PAD Model
Chapter3 Theoretical Basis
3.1 The Theory of Generative Philosophy
3.2 The Theoretical Foundation of PAD Model
3.2.1 Behaviorism
3.2.2 Cognitivism
3.2.3 Constructivism
3.2.4 Humanism
Chapter4 Research Design
4.1 Research Hypotheses
4.2 Research Subjects
4.3 Research Methods and Research Instruments
4.3.1 Questionnaire
4.3.2 Test papers
4.3.3 Interview
4.4 Research Procedure
4.5 Teaching Procedure
4.5.1 The Experimental Class
4.5.2 The Control Class
Chapter Five Results and Data Analysis
5.1 The Results and Analysis of Questionnaire
5.1.1 The Pre-test Analysis of Questionnaire Between EC and CC
5.1.2 The Post-test Analysis of Questionnaire Between EC and CC
5.1.3 The Data Analysis of the Pre and Post Questionnaire Results About EC
5.1.4 The Data Analysis of the Pre and Post Questionnaire Results About CC
5.1.5 Summary
5.2 The Results and Data Analysis of Test
5.2.1 The Data Analysis of the Pre-test Between EC and CC
5.2.2 The Data Analysis of the Post-test Between EC and CC
5.2.3 The Data Analysis of Pre-test and Post-test About EC
5.2.4 The Data Analysis of Pre-test and Post-test About CC
5.2.5 Summary
5.3 The Interview Analysis from EC
Chapter Six Discussion and Conclusion
6.1 Major Findings of the Study
6.2 Contributions of the Study
6.3 Limitations of the Study
6.4 Suggestions for Further Study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Achievements
Acknowledgements
【参考文献】：
期刊论文
[1]大学英语阅读对分课堂实践探究[J]. 李瑾瑜. 英语教师. 2019(14)
[2]基于对分易教学平台的翻转课堂大学英语教学模式研究[J]. 王妍. 读与写(教育教学刊). 2019(02)
[3]对分课堂教学模式在独立学院大学英语教学中的应用探究——以昆明理工大学津桥学院为例[J]. 董红云. 英语教师. 2018(23)
[4]基于哲学生成观的大学英语教学探索——评《大学英语教学的实践哲学》[J]. 黄心群. 新闻战线. 2018(23)
[5]基于对分模式的中职英语阅读课探究[J]. 陈首焱,缪清,郭尧驰. 课程教育研究. 2018(49)
[6]对分课堂教学模式对创新性学习的促进作用分析[J]. 陈瑞丰,张学新,赵玲玲. 教育教学论坛. 2018(48)
[7]优化对分课堂讲授,提升学生学习自主性[J]. 陈瑞丰,张学新. 教育教学论坛. 2018(43)
[8]对分课堂:优化大学公共英语教学的新路径[J]. 姚涛. 课程教育研究. 2018(42)
[9]探析对分课堂教学模式在大学英语课堂中的应用[J]. 杜曼丽,赵婉. 课程教育研究. 2018(42)
[10]“对分课堂”模式在公共英语写作中的应用[J]. 陈艳芳. 英语广场. 2018(10)
硕士论文
[1]基于对分模式的初中英语阅读教学探究[D]. 洪佳.上海师范大学 2017
[2]生成哲学自我的方法论问题[D]. 胡鑫.东北师范大学 2012
[3]高中课堂阅读教学如何实现非预设环节的有效生成[D]. 周熙熹.东北师范大学 2011
[4]英语阅读教学中学生问题生成能力培养的行动研究[D]. 明永红.南京师范大学 2011
[5]从预成性思维到生成性思维——教学论研究思维方式的新走向[D]. 杜莹.天津师范大学 2010
本文编号：3217168
【文章来源】：西北民族大学甘肃省
【文章页数】：66 页
【学位级别】：硕士
【文章目录】：
A Brief List of Related Abbreviations
摘要
Abstract
Chapter1 Introduction
1.1 Background of the Research
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Thesis Framework of the Research
Chapter2 Literature Review
2.1 The Generative Teaching Philosophy
2.1.1 The Definition of the Generative Philosophy
2.1.2 The Definition of the Generative Teaching Philosophy
2.1.3 The Developing Process and Relevant Studies of the Generative TeachingPhilosophy Abroad
2.1.4 The Differences Between the Generative Teaching Philosophy and thePresupposed Teaching
2.2 The PAD Model
2.2.1 The Definition of the PAD Model
2.2.2 The Relevant Studies and Research Status of the PAD Model in China
2.2.3 The Research Trends of the PAD Model in China
2.3 The Generative Teaching Philosophy and the PAD Model
2.3.1 The Creative Combination and Connection Between the Generative TeachingPhilosophy and the PAD Model
2.3.2 The Concrete Teaching Plan Under the Combination of the GenerativeTeaching Philosophy and the PAD Model
Chapter3 Theoretical Basis
3.1 The Theory of Generative Philosophy
3.2 The Theoretical Foundation of PAD Model
3.2.1 Behaviorism
3.2.2 Cognitivism
3.2.3 Constructivism
3.2.4 Humanism
Chapter4 Research Design
4.1 Research Hypotheses
4.2 Research Subjects
4.3 Research Methods and Research Instruments
4.3.1 Questionnaire
4.3.2 Test papers
4.3.3 Interview
4.4 Research Procedure
4.5 Teaching Procedure
4.5.1 The Experimental Class
4.5.2 The Control Class
Chapter Five Results and Data Analysis
5.1 The Results and Analysis of Questionnaire
5.1.1 The Pre-test Analysis of Questionnaire Between EC and CC
5.1.2 The Post-test Analysis of Questionnaire Between EC and CC
5.1.3 The Data Analysis of the Pre and Post Questionnaire Results About EC
5.1.4 The Data Analysis of the Pre and Post Questionnaire Results About CC
5.1.5 Summary
5.2 The Results and Data Analysis of Test
5.2.1 The Data Analysis of the Pre-test Between EC and CC
5.2.2 The Data Analysis of the Post-test Between EC and CC
5.2.3 The Data Analysis of Pre-test and Post-test About EC
5.2.4 The Data Analysis of Pre-test and Post-test About CC
5.2.5 Summary
5.3 The Interview Analysis from EC
Chapter Six Discussion and Conclusion
6.1 Major Findings of the Study
6.2 Contributions of the Study
6.3 Limitations of the Study
6.4 Suggestions for Further Study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Achievements
Acknowledgements
【参考文献】：
期刊论文
[1]大学英语阅读对分课堂实践探究[J]. 李瑾瑜. 英语教师. 2019(14)
[2]基于对分易教学平台的翻转课堂大学英语教学模式研究[J]. 王妍. 读与写(教育教学刊). 2019(02)
[3]对分课堂教学模式在独立学院大学英语教学中的应用探究——以昆明理工大学津桥学院为例[J]. 董红云. 英语教师. 2018(23)
[4]基于哲学生成观的大学英语教学探索——评《大学英语教学的实践哲学》[J]. 黄心群. 新闻战线. 2018(23)
[5]基于对分模式的中职英语阅读课探究[J]. 陈首焱,缪清,郭尧驰. 课程教育研究. 2018(49)
[6]对分课堂教学模式对创新性学习的促进作用分析[J]. 陈瑞丰,张学新,赵玲玲. 教育教学论坛. 2018(48)
[7]优化对分课堂讲授,提升学生学习自主性[J]. 陈瑞丰,张学新. 教育教学论坛. 2018(43)
[8]对分课堂:优化大学公共英语教学的新路径[J]. 姚涛. 课程教育研究. 2018(42)
[9]探析对分课堂教学模式在大学英语课堂中的应用[J]. 杜曼丽,赵婉. 课程教育研究. 2018(42)
[10]“对分课堂”模式在公共英语写作中的应用[J]. 陈艳芳. 英语广场. 2018(10)
硕士论文
[1]基于对分模式的初中英语阅读教学探究[D]. 洪佳.上海师范大学 2017
[2]生成哲学自我的方法论问题[D]. 胡鑫.东北师范大学 2012
[3]高中课堂阅读教学如何实现非预设环节的有效生成[D]. 周熙熹.东北师范大学 2011
[4]英语阅读教学中学生问题生成能力培养的行动研究[D]. 明永红.南京师范大学 2011
[5]从预成性思维到生成性思维——教学论研究思维方式的新走向[D]. 杜莹.天津师范大学 2010
本文编号：3217168
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