核心素养视域下的英语阅读教学策略对初中生阅读成绩的影响研究
发布时间：2022-10-11 19:03
随着新课程标准的推进,由语言能力、文化意识、思维品质和学习能力四个维度构成的英语核心素养（普通高中英语课程标准,2017）,备受关注并成为基础教育课程改革的核心概念。阅读教学策略中融入英语核心素养理论,有助于培养初中学生英语阅读综合能力和学科核心素养,然而,目前的研究仍然停留在理论阶段,利用英语核心素养优化阅读教学策略的实践性研究比较缺乏,尤其是针对初中生这一研究对象以及关注中等水平学生的研究。基于核心素养理论的阅读教学策略对阅读成绩的影响研究,更是无人问津。因此,有必要做好相关研究,以给初中英语阅读教学提出一些建议。本研究以初中生为研究对象,旨在探索英语核心素养视域下,体现四大维度的阅读教学策略,以及对阅读成绩的影响。研究围绕以下三个问题展开:1、目前初中英语阅读教学策略及其阅读成绩的现状是什么?2、核心素养视域下的阅读教学策略对于中间层学生是否影响显著?性别上是否有差异?3、哪一/几种策略对学生阅读成绩可能有显著的预测作用?研究采取了阅读教学策略前测量表（Cronbachα=.929;SV=62.137%;p值=.000）和后测量表（Cronbachα=.927;SV=66.811...
【文章页数】：106 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Abbreviations
Chapter1 Introduction
1.1 Research Background
1.2 Purposes and Significance of the Research
1.3 Layout of the Thesis
Chapter2 Literature Review
2.1 Overview of Definitions
2.1.1 English Subject Core Competencies
2.1.1.1 Linguistic Competence
2.1.1.2 Cultural Disposition
2.1.1.3 Thinking Quality
2.1.1.4 Learning Ability
2.1.2 English Reading Teaching Strategy
2.1.3 Reading Achievement
2.1.3.1 Reading Achievement Test
2.1.3.2 Reading Achievement Range
2.2 Theoretical Foundations
2.2.1 Reading Hierarchy Theory to Strengthen Linguistic Competence
2.2.2 Effective Teaching Theory to Cultivate Cultural Disposition
2.2.3 Theory of Knowledge Visualization to Enhance Thinking Quality
2.2.4 Cooperative Learning Teaching to Improve Learning Ability
2.3 Reviews of Previous Studies
2.3.1 Reviews of Previous Studies on ESCC
2.3.1.1 Previous Studies on ESCC abroad
2.3.1.2 Previous Studies on ESCC at Home
2.3.2 Reviews of Previous Studies on ERTS
2.3.2.1 Researches on ERTS Abroad
2.3.2.2 Researches on ERTS at Home
2.3.3 Previous studies on ERTS and RA from the perspective of ESCC
2.3.3.1 Correlation between ERTS and RA
2.3.3.2 ERTS from the perspective of ESCC
2.4 Limitations of the Previous and Creativity of Present Study
Chapter3 Methodology
3.1 Research Questions
3.2 Participants in the Research
3.3 Instruments
3.3.1 Reading Teaching Strategy Inventory Questionnaire
3.3.2 English Reading Proficiency Test
3.3.3 A Semi-structured Interview
3.4 Teaching Procedures
3.4.1 Teaching Design Integrating Core Competencies-based ERTS
3.4.2 Teaching Design and Implementation
3.4.2.1 Application of Traditional ERTS in Controlled Class
3.4.2.2 Application of Core Competencies-based ERTS in Experimental Class
3.5 Data collection and analysis
Chapter4 Results and Discussion
4.1 Overall situation of ERTS and RA
4.1.1 Current Situation of ERTS
4.1.2 Current Situation of Reading Achievement
4.2 Effect on RA by Core Competencies-based ERTS
4.2.1 Influence on ISRA
4.2.2 The Gender Difference on Reading Achievement
4.3 Predictive Effect on Students’Reading Achievement
4.3.1 Test for Linearity Analysis
4.3.2 Multiple Linear Regression Analysis
4.4 Discussion
4.4.1 Current Situation of ERTS and RA
4.4.2 Effect on RA by Core Competencies-based ETRS
4.4.3 Predictive Effect on Reading Achievement
4.5 Results and Discussion of the Interview
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations and Suggestions of the Study
Bibliography
AppendixⅠ Questionnaires
Appendix Ⅱ Reading Test
Appendix Ⅲ Interview for Students
Appendices Ⅳ Teaching Design & Students’ Mind Mapping
Acknowledgement
【参考文献】：
期刊论文
[1]初中英语阅读课教学与学科核心素养培养[J]. 王继宏. 英语广场. 2018(01)
[2]基于培养学生的核心素养的初中英语阅读教学探究[J]. 吴小红. 考试周刊. 2017(A5)
[3]依托学科核心素养的初中英语阅读教学——以《牛津初中英语》Gulliver in Lilliput为例[J]. 周敏. 校园英语. 2017(45)
[4]基于核心素养的初中英语阅读教学课例分析[J]. 叶春彬. 英语教师. 2017(20)
[5]基于核心素养培养的初中英语阅读教学策略[J]. 卜洪超,石安平. 英语教师. 2017(09)
[6]核心素养测评的十大要点[J]. 杨向东. 人民教育. 2017(Z1)
[7]核心素养背景下英语阅读教学:问题、原则、目标与路径[J]. 王蔷. 英语学习. 2017(02)
[8]如何在初中英语阅读教学中培养学生的批判性思维[J]. 龚花. 英语教师. 2016(24)
[9]英语学科核心素养的内涵及运用[J]. 李露华,张海燕. 亚太教育. 2016(30)
[10]初中英语阅读课教学与学科核心素养培养[J]. 李明远,彭华清. 教育科学论坛. 2016(20)
硕士论文
[1]学科核心素养视域下的初中英语阅读教学现状研究[D]. 李杰.鲁东大学 2018
[2]核心素养视角下初中生英语语言能力培养课例研究[D]. 丁宇喆.聊城大学 2018
[3]基于思维导图的初中英语阅读教学研究[D]. 刘丹.湖南科技大学 2016
[4]基于地理核心素养的高中地理课堂教学提问的研究[D]. 郭永馨.上海师范大学 2016
[5]分层教学理论对初中英语教学策略的影响研究[D]. 张雪梅.山东师范大学 2015
[6]初中英语阅读教学策略的实验性研究[D]. 鲁宇鹏.辽宁师范大学 2012
[7]论以语篇为基础的英语阅读教学[D]. 杜轶群.南京师范大学 2004
本文编号：3691119
【文章页数】：106 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Abbreviations
Chapter1 Introduction
1.1 Research Background
1.2 Purposes and Significance of the Research
1.3 Layout of the Thesis
Chapter2 Literature Review
2.1 Overview of Definitions
2.1.1 English Subject Core Competencies
2.1.1.1 Linguistic Competence
2.1.1.2 Cultural Disposition
2.1.1.3 Thinking Quality
2.1.1.4 Learning Ability
2.1.2 English Reading Teaching Strategy
2.1.3 Reading Achievement
2.1.3.1 Reading Achievement Test
2.1.3.2 Reading Achievement Range
2.2 Theoretical Foundations
2.2.1 Reading Hierarchy Theory to Strengthen Linguistic Competence
2.2.2 Effective Teaching Theory to Cultivate Cultural Disposition
2.2.3 Theory of Knowledge Visualization to Enhance Thinking Quality
2.2.4 Cooperative Learning Teaching to Improve Learning Ability
2.3 Reviews of Previous Studies
2.3.1 Reviews of Previous Studies on ESCC
2.3.1.1 Previous Studies on ESCC abroad
2.3.1.2 Previous Studies on ESCC at Home
2.3.2 Reviews of Previous Studies on ERTS
2.3.2.1 Researches on ERTS Abroad
2.3.2.2 Researches on ERTS at Home
2.3.3 Previous studies on ERTS and RA from the perspective of ESCC
2.3.3.1 Correlation between ERTS and RA
2.3.3.2 ERTS from the perspective of ESCC
2.4 Limitations of the Previous and Creativity of Present Study
Chapter3 Methodology
3.1 Research Questions
3.2 Participants in the Research
3.3 Instruments
3.3.1 Reading Teaching Strategy Inventory Questionnaire
3.3.2 English Reading Proficiency Test
3.3.3 A Semi-structured Interview
3.4 Teaching Procedures
3.4.1 Teaching Design Integrating Core Competencies-based ERTS
3.4.2 Teaching Design and Implementation
3.4.2.1 Application of Traditional ERTS in Controlled Class
3.4.2.2 Application of Core Competencies-based ERTS in Experimental Class
3.5 Data collection and analysis
Chapter4 Results and Discussion
4.1 Overall situation of ERTS and RA
4.1.1 Current Situation of ERTS
4.1.2 Current Situation of Reading Achievement
4.2 Effect on RA by Core Competencies-based ERTS
4.2.1 Influence on ISRA
4.2.2 The Gender Difference on Reading Achievement
4.3 Predictive Effect on Students’Reading Achievement
4.3.1 Test for Linearity Analysis
4.3.2 Multiple Linear Regression Analysis
4.4 Discussion
4.4.1 Current Situation of ERTS and RA
4.4.2 Effect on RA by Core Competencies-based ETRS
4.4.3 Predictive Effect on Reading Achievement
4.5 Results and Discussion of the Interview
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations and Suggestions of the Study
Bibliography
AppendixⅠ Questionnaires
Appendix Ⅱ Reading Test
Appendix Ⅲ Interview for Students
Appendices Ⅳ Teaching Design & Students’ Mind Mapping
Acknowledgement
【参考文献】：
期刊论文
[1]初中英语阅读课教学与学科核心素养培养[J]. 王继宏. 英语广场. 2018(01)
[2]基于培养学生的核心素养的初中英语阅读教学探究[J]. 吴小红. 考试周刊. 2017(A5)
[3]依托学科核心素养的初中英语阅读教学——以《牛津初中英语》Gulliver in Lilliput为例[J]. 周敏. 校园英语. 2017(45)
[4]基于核心素养的初中英语阅读教学课例分析[J]. 叶春彬. 英语教师. 2017(20)
[5]基于核心素养培养的初中英语阅读教学策略[J]. 卜洪超,石安平. 英语教师. 2017(09)
[6]核心素养测评的十大要点[J]. 杨向东. 人民教育. 2017(Z1)
[7]核心素养背景下英语阅读教学:问题、原则、目标与路径[J]. 王蔷. 英语学习. 2017(02)
[8]如何在初中英语阅读教学中培养学生的批判性思维[J]. 龚花. 英语教师. 2016(24)
[9]英语学科核心素养的内涵及运用[J]. 李露华,张海燕. 亚太教育. 2016(30)
[10]初中英语阅读课教学与学科核心素养培养[J]. 李明远,彭华清. 教育科学论坛. 2016(20)
硕士论文
[1]学科核心素养视域下的初中英语阅读教学现状研究[D]. 李杰.鲁东大学 2018
[2]核心素养视角下初中生英语语言能力培养课例研究[D]. 丁宇喆.聊城大学 2018
[3]基于思维导图的初中英语阅读教学研究[D]. 刘丹.湖南科技大学 2016
[4]基于地理核心素养的高中地理课堂教学提问的研究[D]. 郭永馨.上海师范大学 2016
[5]分层教学理论对初中英语教学策略的影响研究[D]. 张雪梅.山东师范大学 2015
[6]初中英语阅读教学策略的实验性研究[D]. 鲁宇鹏.辽宁师范大学 2012
[7]论以语篇为基础的英语阅读教学[D]. 杜轶群.南京师范大学 2004
本文编号：3691119
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