ESA教学模式在高中英语阅读教学中的实验研究

发布时间：2024-05-21 22:58

　　在英语学习中,阅读是一种重要的语言输入方式,影响学生的语言能力和知识水平。阅读课堂中学生的参与及能力会受到教学形式和教学方法的影响。然而,传统的教学模式以教师为中心,学生不能有效地把获取和处理信息的能力与学习语言知识的技能结合起来。为了平衡教学目标、满足当前英语阅读教学的要求,教育研究者们提出了多种英语阅读教学模式。1998年,哈默在《如何教英语》一书中首次提出了ESA(参与,运用和学习)教学模式。与传统的语言课堂教学模式相比,ESA教学模式灵活运用和调整参与、学习和运用三要素,把学生视为主体,提高学生参与。因此,本研究以建构主义理论和图式理论为基础,利用定量和定性研究技术,以伊宁市第X中学高一年级两个平行班的学生为研究对象旨在探讨ESA教学模式对英语阅读学习成绩和学生参与的影响,并回答以下问题:1.ESA教学模式对高一学生英语阅读学业成绩有何影响?2.ESA教学模式对高、中、低语言水平学生的英语阅读学业成绩有何影响?3.ESA教学模式对学生参与有何影响?在整个实验过程中,ESA教学模式在实验班实施,控制班采用PWP(读前,读中和读后)教学模式。根据2020-2021第一学期成绩,三个...

【文章页数】：92 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
        1.2.1 Academic Significance
        1.2.2 Practical Significance
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Key Concepts
        2.1.1 ESA Teaching Model
        2.1.2 English Reading
        2.1.3 PWP Teaching Model
        2.1.4 Academic Achievement
        2.1.5 Student Participation
    2.2 Theoretical Basis
        2.2.1 Constructivist Learning Theory
        2.2.2 Schema Theory
    2.3 Research on ESA Teaching Model at Home and Abroad
        2.3.1 Research Abroad
        2.3.2 Research at Home
        2.3.3 Limitations of Previous Research
Chapter Three Research Design
    3.1 Research Aim
    3.2 Research Questions
    3.3 Research Subjects
    3.4 Research Instruments
        3.4.1 Test Papers
        3.4.2 Questionnaire
        3.4.3 Semi-structured Interview Outline
    3.5 Research Procedures
        3.5.1 Pre-testing
        3.5.2 Pre-questionnaire
        3.5.3 Teaching Experiments
        3.5.4 Post-testing
        3.5.5 Post-questionnaire
        3.5.6 Semi-structured Interview
        3.5.7 Data Analysis
Chapter Four Results and Discussion
    4.1 Analysis of Student’s Reading Performance
        4.1.1 EC and CC in Pre-test
        4.1.2 EC and CC in Post-test
        4.1.3 EC in Pre-test and Post-test
        4.1.4 Discussion
    4.2 Analysis of Reading Performance of Students with Different Language Levels
        4.2.1 Students with Advanced Level in EC
        4.2.2 Students with Intermediate Level in EC
        4.2.3 Students with Low Level in EC
        4.2.4 Discussion
    4.3 Analysis of Student Participation
        4.3.1 Overall Student Participation
        4.3.2 Three Dimensions in Pre-questionnaire and Post-questionnaire
        4.3.3 Discussion
    4.4 Analysis of Interview of Students
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
References
Appendix Ⅰ: Pre-test Paper
Appendix Ⅱ: Post-test Paper
Appendix Ⅲ: Questionnaire
Appendix Ⅳ: Interview
Appendix Ⅴ: Teaching Cases



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