基于隐性分层教学的提问策略在高中英语阅读课上的应用

发布时间：2018-06-06 14:53

本文选题：提问策略 + 隐性分层教学　；参考：《陕西师范大学》2016年硕士论文

【摘要】：对于高中学生来说,英语的学习在很大程度上依赖于有效的语言输入和输出。阅读作为英语语言输入的重要途径,对于英语学习有着至关重要的作用。新课标对于高中生的英语阅读能力也提出了明确而又严格的要求。因此,高中英语阅读课正在获得越来越多的关注,如何提高阅读课的学习效率成了众多专家和教师们研究的热点。作为阅读课重要教学手段的提问方式,很大程度上影响甚至决定了阅读教学的质量和学生阅读水平。传统的提问方式往往只关注问题本身,而忽略了课堂教学过程中对问题的调整和对学生回答的恰当反馈。更重要的是进入高中,学生的英语水平和能力已经出现了明显分化,同一套提问策略无法满足整个班级学生的要求,甚至会阻碍一部分学生英语阅读水平的提高。本文旨在探讨基于隐性分层教学的提问策略的使用对高中生英语阅读能力的影响,其方法就在于通过对学生的合理分组,针对不同组别使用不同的提问策略,达到让不同层次的学生融入课堂、真正提高课堂效率的目的,从而实现英语学习兴趣以及成绩的提高。本文首先就研究背景、相关理论以及国内外的研究现状作出综合阐述。就已有的研究和理论,作者提出以下三个研究问题：1、基于隐性分层的提问策略对高中生的英语阅读能力和成绩有何影响?2、基于隐性分层的提问策略对高中生的英语学习动机和兴趣有何影响?3、基于隐性分层的提问策略在高中英语教学中的如何实施?该研究是在运城市夏县中学高一年级的四班和五班进行的,这两个班为平行班。研究历时半个学期。实验前后通过问卷调查的形式,了解实验前后两个班学生的英语学习动机和兴趣情况。实验采用该校高一年级期中考试英语试题的阅读理解部分作为实验前测,统计两个班学生分数。以前测成绩为依据,将实验班学生分为ABC三组(该分组为隐性分组)。在实验中,教师阅读课的备课基于实验班分层情况进行分组问题设计,同时在控制班仍沿用传统的课堂提问办法。实验采用期末考试英语试题阅读理解部分作为后测。实验结束后,通过对比前后两份问卷得出,实验班的英语学习动机和兴趣有明显的提高。实验班后测成绩显著高于控制班。研究结果证明了基于隐性分层的提问策略提高了学生阅读理解成绩。从而得出,该种方法有效提高了高中阅读课效率,促进学生阅读理解能力和英语学习动机的提高。作者希望该研究对一线教师的理论研究和教学实践有所帮助。
[Abstract]:For high school students, English learning depends to a large extent on effective language input and output. As an important way of English language input, reading plays an important role in English learning. The new curriculum also sets clear and strict requirements for senior high school students' English reading ability. Therefore, high school English reading class is getting more and more attention. How to improve the learning efficiency of reading class has become a hot topic for many experts and teachers. As an important teaching method of reading course, the way of asking questions influences and even determines the quality of reading teaching and students' reading level to a great extent. The traditional way of asking questions only pays attention to the question itself, but neglects the adjustment to the question and the appropriate feedback to the student in the course of classroom teaching. What is more important is that students' English proficiency and ability have been obviously divided into high school students. The same set of questioning strategies can not meet the requirements of the whole class and even hinder some students from improving their English reading ability. The purpose of this paper is to explore the influence of the use of questioning strategies based on implicit and stratified teaching on senior high school students' English reading ability. The method is to use different questioning strategies for different groups through rational grouping of students. In order to achieve the goal of integrating different levels of students into the classroom and improving classroom efficiency, the interest and achievement of English learning can be improved. In this paper, the background of the research, related theories and domestic and foreign research status are comprehensively expounded. As far as existing research and theory are concerned, The author raises the following three research questions: 1: 1, how does the tacit stratified questioning strategy affect senior high school students' English reading ability and achievement? 2. What does the implicit stratification question strategy have on senior high school students' English learning motivation and interest? How to implement the implicit stratified questioning strategy in senior high school English teaching? The study was carried out in the fourth and fifth classes of grade one in Xiaxian Middle School of Yuncheng, which are parallel classes. The study lasted half a semester. The students' motivation and interest in English learning in the two classes before and after the experiment were investigated by questionnaire survey before and after the experiment. In this experiment, the students' scores of the two classes were calculated by using the reading comprehension part of the middle school English test as the pretest. According to the results of the previous test, the experimental class was divided into three groups: ABC group (recessive group). In the experiment, the class preparation of the teacher reading class is designed based on the stratification of the experimental class, while the traditional method of asking questions is still used in the control class. The experiment adopts the reading comprehension part of the final English test as a post-test. After the experiment, by comparing the two questionnaires before and after, it is concluded that the motivation and interest of the experimental class have obviously improved. The test scores of the experimental class were significantly higher than those of the control class. The results show that the implicit stratified questioning strategy can improve the students' reading comprehension. It is concluded that this method can effectively improve the efficiency of high school reading class and promote the students' reading comprehension ability and English learning motivation. The author hopes that this research will be helpful to the theoretical research and teaching practice of teachers.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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