“问题链”教学模式在初中英语阅读教学中的实验研究

发布时间：2018-05-15 11:22

本文选题：“问题链”教学模式 + 初中英语阅读　；参考：《山西师范大学》2017年硕士论文

【摘要】：新课程标准实施以来,英语阅读教学呈现“百花齐放”的趋势。但切实可以提高学生的英语阅读水平的措施应该归因于课堂教学。课堂提问是教育教学活动实施的基础,不仅可以活跃课堂气氛,调动学生学习的积极性,而且可以测试学生的学习效果。因此,有效的课堂提问显示出越来越重要的作用。传统的英语教学以知识传授为主,但在培养学生能力方面相对较弱。根据笔者在实习学校的观察,学校的英语教学仍然是应试教学为主,课堂基本上是教授-练习模式。这些古老的教学模式显示出许多不足之处。基于“问题链”教学模式在中学英语阅读教学中的重要性,作者研究了“问题链”教学模式对初中英语阅读教学的影响。作者以山西省运城市新绛县北张镇北张示范初中的两个班的92名学生作为研究对象,从2016年9月到2017年1月,持续时间约四个月。本研究采用问卷、测试、访谈三种研究工具进行研究。同时,采用定量分析和定性分析相结合的方法,研究“问题链”教学模式能否提高初中生的英语阅读成绩以及“问题链”教学模式对学生情意、知识、探究、思维、元认知方面有什么影响。本文试图研究“问题链”教学模式对初中生英语成绩的影响,通过测试来反映实验班和控制班实验前后的成绩的变化,从而准确判断“问题链”教学模式是否能提高学生的成绩。“问题链”教学模式对学生情意、知识、探究、思维和元认知方面的影响,主要通过问卷以及访谈来进行。经过四个月的实验研究,结果表明“问题链”教学模式能提高学生的英语阅读成绩。同时,“问题链”教学模式有助于提高学生情意、知识、探究、思维、元认知方面的能力。虽然本研究还存在一些不足之处,但是作者希望本研究能为提高学生的英语阅读能力提供有效参考。
[Abstract]:Since the implementation of the new curriculum standards, English reading teaching shows the trend of "a hundred flowers blossom". However, the practical measures to improve students' English reading level should be attributed to classroom teaching. Classroom questioning is the basis of the implementation of educational and teaching activities. It can not only activate the classroom atmosphere, arouse students' enthusiasm for learning, but also test the students' learning effect. Therefore, effective classroom questioning shows an increasingly important role. Traditional English teaching focuses on knowledge teaching, but it is relatively weak in cultivating students' ability. According to the author's observation in the practice school, the English teaching in the school is still examination-oriented, and the classroom is basically a teacher-practice model. These old teaching models show many shortcomings. Based on the importance of the "question chain" teaching model in the middle school English reading teaching, the author studies the influence of the "question chain" teaching mode on the junior high school English reading teaching. From September 2016 to January 2017, 92 students from two classes in BeiZhang Town, Jiangxian County, Yuncheng City, Shanxi Province, were studied. The duration lasted for about four months. This research adopts three kinds of research tools: questionnaire, test and interview. At the same time, using the method of quantitative analysis and qualitative analysis, this paper studies whether the "question chain" teaching mode can improve the junior high school students' English reading achievement and whether the "question chain" teaching mode can improve the students' sentiment, knowledge, inquiry and thinking. What is the metacognitive impact? This paper attempts to study the effect of the "problem chain" teaching model on junior high school students' English achievement, and to reflect the changes of the performance of the experimental class and the control class before and after the experiment. So as to determine accurately whether the "problem chain" teaching mode can improve students' performance. The influence of "question chain" on students' feelings, knowledge, inquiry, thinking and metacognition is mainly carried out through questionnaires and interviews. After four months of experimental research, the results show that the "problem chain" teaching model can improve students' English reading scores. At the same time, the "problem chain" teaching mode helps to improve students' ability of emotion, knowledge, inquiry, thinking and metacognition. Although there are still some shortcomings in this study, the author hopes that this study can provide an effective reference for improving students' English reading ability.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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