内容依托式教学模式在高中英语阅读教学中的实验研究
发布时间：2023-10-06 08:24
阅读作为一种理解性技能在高中英语教学中占据重要地位。但高中英语阅读教学中仍然存在过于注重形式而忽视文本内容等问题。这需要学者们继续探索,寻找更好的适合中国高中英语阅读教学的教学方法或模式。内容教学是一种以某一学科或主题为基础进行语言教学的教学模式,它把语言学习与学科知识学习相结合,在提高学生学科知识和认知能力的同时,促进其语言水平的提高。许多学者开展实证研究,证明了内容依托式教学能够对第二语言学习起积极作用。然而,大部分研究以大学生为研究对象,将重点放在学生的综合语言能力,缺乏对阅读微技能的研究。结合克拉申的输入假说、斯温纳的输出假说以及海姆斯的交际能力理论,本研究将内容依托式教学模式运用到高中英语阅读教学中,探讨其对三个高级阅读微技能的影响,分别是推测作者的观点和态度、理解文章大意以及推断词义。本研究以山东青岛胶州市第三中学高二年级两个班的85名学生为研究对象,进行了为期三个月的教学实验。在实验班采用内容依托式教学模式进行阅读教学,控制班则采用传统的语法翻译法。研究使用测试和访谈两种研究工具,旨在发现在内容依托式教学模式指导下,高中生在英语阅读中推测作者观点和态度、深刻理解文章主旨以...
【文章页数】：98 页
【学位级别】：硕士
【文章目录】：
A List of Abbreviations
Abstract
摘要
Chapter 1 Introduction
1.1 Research background
1.2 Research questions
1.3 Research significance
1.4 Thesis framework
Chapter 2 Literature Review
2.1 Researches on English reading and reading teaching
2.1.1 Researches on English reading skills
2.1.2 Researches on reading teaching models
2.2 Content-based Instruction
2.2.1 Definitions of Content-based Instruction
2.2.2 Models of Content-based Instruction
2.2.3 Principles of Content-based Instruction
2.2.4 Requirements for the implementation of Content-based Instruction
2.3 Theoretical foundations
2.3.1 Krashen's Input Hypothesis
2.3.2 Swain's Output Hypothesis
2.3.3 Hymes's Communicative Competence
2.4 Researches on Content-based Instruction in English reading teaching abroadand in China
2.4.1 Researches on Content-based Instruction abroad
2.4.2 Researches on Content-based Instruction in China
2.5 Summary
Chapter 3 Research Methodology
3.1 Research hypotheses
3.2 Research subjects
3.3 Research instruments
3.3.1 Test
3.3.2 Interview
3.4 Research procedure
3.4.1 Pre-experiment
3.4.2 While-experiment
3.4.3 Post-experiment
3.5 A sample lesson plan with CBI in senior high English reading teaching
Chapter 4 Results and Discussions
4.1 Students' skill of speculating on the author's view and attitude in readingimproved with CBI
4.1.1 Results of speculating on the author's view and attitude of pre-test inEC and CC
4.1.2 Results of speculating on the author's view and attitude of post-test inEC and CC
4.1.3 Analysis of the interview on speculating on the author's view andattitude in EC
4.1.4 Discussion
4.2 Students' skill of understanding the main idea improved with CBI
4.2.1 Results of understanding the main idea of pre-test in EC and CC
4.2.2 Results of understanding the main idea of post-test in EC and CC
4.2.3 Analysis of the interview on understanding the main idea in EC
4.2.4 Discussion
4.3 Students' skill of inferring the word meaning improved with CBI
4.3.1 Results of inferring the word meaning of pre-test in EC and CC
4.3.2 Results of inferring the word meaning of post-test in EC and CC
4.3.3 Analysis of the interview on inferring the word meaning in EC
4.3.4 Discussion
Chapter 5 Conclusion
5.1 Main findings of the study
5.2 Implications of the study
5.3 Limitations of the study
5.4 Suggestions for further study
Bibliography
Appendices
Appendix 1 阅读测试题(前测·上篇)
Appendix 2 阅读测试题(前测·下篇)
Appendix 3 阅读测试题(后测·上篇)
Appendix 4 阅读测试题(后测·下篇)
Appendix 5 访谈提纲
Acknowledgements
本文编号：3851488
【文章页数】：98 页
【学位级别】：硕士
【文章目录】：
A List of Abbreviations
Abstract
摘要
Chapter 1 Introduction
1.1 Research background
1.2 Research questions
1.3 Research significance
1.4 Thesis framework
Chapter 2 Literature Review
2.1 Researches on English reading and reading teaching
2.1.1 Researches on English reading skills
2.1.2 Researches on reading teaching models
2.2 Content-based Instruction
2.2.1 Definitions of Content-based Instruction
2.2.2 Models of Content-based Instruction
2.2.3 Principles of Content-based Instruction
2.2.4 Requirements for the implementation of Content-based Instruction
2.3 Theoretical foundations
2.3.1 Krashen's Input Hypothesis
2.3.2 Swain's Output Hypothesis
2.3.3 Hymes's Communicative Competence
2.4 Researches on Content-based Instruction in English reading teaching abroadand in China
2.4.1 Researches on Content-based Instruction abroad
2.4.2 Researches on Content-based Instruction in China
2.5 Summary
Chapter 3 Research Methodology
3.1 Research hypotheses
3.2 Research subjects
3.3 Research instruments
3.3.1 Test
3.3.2 Interview
3.4 Research procedure
3.4.1 Pre-experiment
3.4.2 While-experiment
3.4.3 Post-experiment
3.5 A sample lesson plan with CBI in senior high English reading teaching
Chapter 4 Results and Discussions
4.1 Students' skill of speculating on the author's view and attitude in readingimproved with CBI
4.1.1 Results of speculating on the author's view and attitude of pre-test inEC and CC
4.1.2 Results of speculating on the author's view and attitude of post-test inEC and CC
4.1.3 Analysis of the interview on speculating on the author's view andattitude in EC
4.1.4 Discussion
4.2 Students' skill of understanding the main idea improved with CBI
4.2.1 Results of understanding the main idea of pre-test in EC and CC
4.2.2 Results of understanding the main idea of post-test in EC and CC
4.2.3 Analysis of the interview on understanding the main idea in EC
4.2.4 Discussion
4.3 Students' skill of inferring the word meaning improved with CBI
4.3.1 Results of inferring the word meaning of pre-test in EC and CC
4.3.2 Results of inferring the word meaning of post-test in EC and CC
4.3.3 Analysis of the interview on inferring the word meaning in EC
4.3.4 Discussion
Chapter 5 Conclusion
5.1 Main findings of the study
5.2 Implications of the study
5.3 Limitations of the study
5.4 Suggestions for further study
Bibliography
Appendices
Appendix 1 阅读测试题(前测·上篇)
Appendix 2 阅读测试题(前测·下篇)
Appendix 3 阅读测试题(后测·上篇)
Appendix 4 阅读测试题(后测·下篇)
Appendix 5 访谈提纲
Acknowledgements
本文编号：3851488
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