基于对分模式的初中英语阅读教学探究

发布时间：2018-03-04 00:12

本文选题：初中英语　切入点：阅读教学　出处：《上海师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：初中生大多在阅读理解内容的学习里显示出短板,这与中国的应试教育与学生积累匮乏等现状有关,纵使有辅导班、补习班,也无法根本缓解问题。本文运用张学新提出的“对分教学”模式,来探讨初中英语阅读教学实行对分后的效果。首先,通过分析国内外文献对当下对分教学之施行情况、理论依据、各环节等进行研究,特别是张学新“对分理论”研究的缘起与发展,瞻望前人成果与借鉴经验。接着,本文采用实验法、访谈法来进行“对分后成绩、对分后学生与老师能力、高效对分的影响因素”这3个角度加以研究,力求用可观可验证的数据、一手的资源保证研究的科学严谨。研究发现:通过对两个班成绩的T检测分析,我们发现了对分教学模式能逐步提高大多数学生的阅读成绩;通过对两个班学生能力的量表卡方检测分析,我们发现对分教学能提高学生的阅读分析、理解和合作学习等能力,尤其是理解和合作能力;通过采用控制变量法研究3个影响对分效果的因素,我们借助卡方检测明白了对分教学里隔堂对分比当堂对分更适宜初中英语阅读教学;而课堂对分的学生环节一定要先内化再讨论,比讨论后再内化多了一个理解、资料整合处理的收效;此外组内异质的小组形式进行互动更能保证对分的高效。总之,“对分模式”有极大的效果,不仅能逐渐提高学生的阅读成绩,还能提高学生的阅读分析水平、拓展阅读兴趣和扩大范围。最后,文章结合研究结果,针对几大主体分别提出了探究对分有效的一系列必需措施与保证,以期给研究者或实行对分改革的同行提出中肯的建议。
[Abstract]:Most of the junior high school students show a short board in reading comprehension, which is related to the current situation of China's exam-oriented education and the lack of students' accumulation, even if there are tutoring classes, cram schools, etc. This paper uses the "split teaching" model proposed by Zhang Xuexin to explore the effect of the teaching of reading in junior high school. First of all, through the analysis of the domestic and foreign literature on the implementation of the current teaching of divided teaching. The theoretical basis, various links and so on, especially the origin and development of Zhang Xuexin's study on the "split theory", look forward to the previous achievements and experience. Then, this paper adopts the experimental method and the interview method to carry out "the results after the split". The factors that affect the ability of students and teachers and the factors that affect the scores are studied from these three angles, and they strive to use considerable and verifiable data. The first hand resource assurance research scientific rigorous. The study found: through the two classes score T test analysis, we found that the teaching model can gradually improve the majority of students' reading scores; Through the chi-square test of the students' ability in two classes, we find that the teaching can improve the students' ability of reading analysis, understanding and cooperative learning, especially the ability of understanding and cooperation. By using the method of controlling variables to study the three factors that affect the effect of sub-teaching, we find out by means of chi-square test that it is more suitable for junior middle school English reading teaching in the separate class than in the middle school. The students in the classroom must first internalize and then discuss, more understanding than after the discussion, data integration and processing results; In addition, the heterogeneity of group interaction within the group can ensure the efficiency of score. In short, the "sub-model" has a great effect, not only can gradually improve the students' reading performance, but also can improve the students' reading analysis level. Finally, combined with the results of the research, this paper puts forward a series of necessary measures and guarantees to explore the effectiveness of sub-points, in order to give the researchers or peers implementing the reform of sub-points some pertinent suggestions.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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