支架式教学在高中英语阅读教学中的应用研究

发布时间：2018-04-19 19:14

本文选题：支架式教学 + 高中英语阅读　；参考：《渤海大学》2017年硕士论文

【摘要】：阅读是四项基本技能(听,说,读,写)中最重要的技能之一。此外,阅读是提高学生综合语言运用能力的主要途径。因此,加强阅读教学是高中英语教学必不可少的环节。高中英语教学的中心环节和重要任务是培养和提高学生的阅读理解能力。近几年来,许多专家和学者更加关注阅读教学的研究并且探索了一些新的教学模式以期提高学生的阅读能力。支架式教学模式是源于维果斯基的“最近发展区,以建构主义学习理论为基础的一种重要的教学方法。教师通过为学生提供一套恰当的辅助支架,创设情景,帮助学生计划、执行及实现学习目标。支架式阅读模式,以搭建脚手架、进入情景、独立探索、合作学习、效果评价为基本程序。本研究旨在把支架式教学运用到英语阅读教学中来证明其在英语教学中的显著作用。本论文主要关注两个问题:1.支架式教学能够影响学生的英语阅读策略吗?2.支架式教学能够帮助学生提高英语阅读成绩吗?为了证明这两个问题,作者在2016年9月至12月进行为期四个月的实验,此次实验的受试者是锦州市第二高级中学两个平行班级的113名高二学生。在实验班采取应用支架理论的英语阅读教学方式,而在控制班采用传统的英语教学方式。运用同一份问卷分别用于实验前前后,学生在阅读过程中使用英语策略的情况以及改变。此外,该研究通过前测和后测的成绩对比来检验受试者的阅读成绩是否提高。与此同时,为了收集更有力的证据和信息,笔者在实验班进行了一次访谈。最后,所有数据都被输入电脑并由SPSS19.0软件进行处理分析,得出实验结果。经过对实验数据的收集和分析,本文的主要发现是,在经过四个月的支架式阅读教学之后,学生能够使用更多的阅读策略去指导他们的阅读。同时,支架式教学方法可以帮助学生提高英语阅读成绩。最后,在本文的结论部分,笔者在反思了该研究的局限性的同时,也对此项研究对未来的阅读教学和相关研究的建议进行了表述。
[Abstract]:Reading is one of the four most important skills (listening, speaking, reading and writing). In addition, reading is the main way to improve students' comprehensive language use ability. Therefore, strengthening the teaching of reading is an essential link in high school English teaching. The central link and important task of English teaching in senior high school is to cultivate and improve students' reading comprehension ability. In recent years, many experts and scholars have paid more attention to the study of reading teaching and explored some new teaching models in order to improve students' reading ability. The scaffolding teaching model is an important teaching method based on constructivism learning theory, which originates from Vygoski's "proximal development zone". Teachers help students plan, implement and achieve their learning goals by providing them with an appropriate set of auxiliary scaffolding to create scenarios. Scaffold reading mode, to build scaffolding, into the scene, independent exploration, cooperative learning, effect evaluation as the basic procedure. The purpose of this study is to apply scaffolding teaching to English reading teaching to prove its significance in English teaching. This paper focuses on two questions: 1. Can scaffolding teaching affect students' reading strategies? Can scaffolding help students improve their English reading scores? To prove these two problems, the author conducted a four-month experiment between September and December 2016. The subjects in the experiment were 113 students in two parallel classes in Jinzhou No. 2 Senior Middle School. In the experimental class, the scaffold theory is applied to the teaching of English reading, while the traditional teaching method is adopted in the control class. The same questionnaire was used before and after the experiment. In addition, the study examined whether the subjects' reading scores improved by comparing their pre-and post-test scores. At the same time, in order to collect more powerful evidence and information, the author conducted an interview in the experimental class. Finally, all the data are input into the computer and processed by SPSS19.0 software, and the experimental results are obtained. Through the collection and analysis of experimental data, the main findings of this paper are that after four months of scaffolding reading teaching, students can use more reading strategies to guide their reading. At the same time, the scaffolding teaching method can help students improve their English reading scores. Finally, in the conclusion part, the author not only reflects on the limitations of the study, but also gives some suggestions on the future reading teaching and related research.
【学位授予单位】：渤海大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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