指向深度学习的高中英语阅读课教师问答行为改进的行动研究
发布时间：2021-11-10 15:20
随着社会对深度学习能力的需求上升,如何在教学中培养深度学习能力成为教育界的热点话题。外语课堂教学研究表明,教师有效的课堂问答行为是培养学生深度学习能力的重要渠道,高中英语学习的成功与否很大程度上取决于课堂互动中教师问答行为的有效性。但在目前高中英语阅读教学中,教师的问答行为存在许多问题。例如,教师的提问内容侧重于对事实和细节等阅读文本表层信息的获取,而非对阅读文本的深层含义的理解;教师的提问方式无法有效衔接语篇内容,学生处于碎片化阅读状态;教师理答行为未能有效评估学生的答案,提高学生回答的深度,反而削弱了学生的深度学习能力和解决问题的能力。课堂观察发现,英语阅读课教师提问时,学生多数选择沉默,课堂参与不足;在被动回答问题时,许多学生只能回答低阶思维问题,浅层解读阅读文本,语言学习效率低。这暴露出高中英语阅读课教师问答行为有效性低,学生阅读基本停滞于浅层学习状态。基于上述背景,本研究聚焦高中英语阅读课教师问答行为对学生阅读课深度学习的影响,在实习期间采用行动研究法,尝试探究以下两个研究问题:（1）优化教师课堂问答行为对高中生英语阅读学习过程深度有何影响?（2）优化教师课堂问答行为对高中生...
【文章来源】：浙江师范大学浙江省
【文章页数】：102 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.1.1 Urgent Needs to Implement Key Competencies
1.1.2 Necessity of Improving Teacher’s Questioning and Responding
1.2 Research Significance
1.2.1 Theoretical Significance
1.2.2 Practical Significance
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Key Terms and Basic Concepts
2.1.1 The Teacher’s Classroom Questioning and Responding
2.1.2 Deep Learning in English Reading Classes
2.1.3 Framework for Evaluating Students’Deep Learning
2.2 Previous Studies at Home and Abroad
2.2.1 Related Studies on Deep Learning
2.2.2 Related Studies on the Teacher’s Classroom Questioning and Responding
2.2.3 Comments and Enlightenment
2.3 Theoretical Basis
2.3.1 The Problem Continuum Theory
2.3.2 The Interaction Hypothesis
2.3.3 Bloom’s Taxonomy in Cognitive Domain
Chapter Three Research Methodology
3.1 Problem Assumption
3.2 Preliminary Investigation
3.3 Hypotheses Raising
3.4 Research Questions
3.5 Research Participants
3.6 Research Methods
3.6.1 Investigation
3.6.2 Observation
3.7 An Overall Plan
Chapter Four An Action Research
4.1 First Round of the Action Research
4.1.1 Working out an Action Plan
4.1.2 Implementing the Plan
4.1.3 Summarizing the First Round
4.2 Second Round of the Action Research
4.2.1 Making Changes to the Plan
4.2.2 Implementing the New Action
4.2.3 Summarizing the Second Round
4.2.4 Collecting Data
Chapter Five Results and Discussion
5.1 Impacts on Students’Deep Learning processes
5.1.1 Results and Discussions on the Classroom Observation
5.1.2 Results and Discussions on the Questionnaires
5.2 Impacts on Students’Learning Outcomes
5.2.1 Results and Discussion on Students’Thinking Levels
5.2.2 Results and Discussion on Students’Text Interpretation
5.2.3 Results and Discussion on Students’Language Learning
Chapter Six Conclusion and Implications
6.1 Major Findings
6.1.1 Impacts on Depth of Students’Learning processes
6.1.2 Impacts on Depth of Students’Learning Outcomes
6.2 Pedagogical Suggestions
6.2.1 Pedagogical Suggestions for Promoting Classroom Participation
6.2.2 Pedagogical Suggestions for Promoting Thinking Levels
6.2.3 Pedagogical Suggestions for Promoting Text Interpretation
6.2.4 Pedagogical Suggestions for Promoting Language Learning
6.3 Limitations
6.4 Suggestions for Further Studies
REFERENCES
APPENDICES
APPENDIX 1
APPENDIX 2
APPENDIX 3
APPENDIX 4
APPENDIX 5
APPENDIX 6
攻读学位期间发表的学术论文
【参考文献】：
期刊论文
[1]利用课堂提问促进深度学习的策略研究[J]. 王耀慧,刘树仁. 教学与管理. 2018(33)
[2]深度学习研究述评:内涵、教学与评价[J]. 温雪. 全球教育展望. 2017(11)
[3]词义概念与高中英语深层阅读教学[J]. 黄远振. 课程.教材.教法. 2017(09)
[4]论深度教学:源起、基础与理念[J]. 郭元祥. 教育研究与实验. 2017(03)
[5]深度学习:智慧教育的核心支柱[J]. 祝智庭,彭红超. 中国教育学刊. 2017(05)
[6]英语词汇学习策略与词汇知识深度的关系研究[J]. 张文忠,段桂湘. 外语教育研究. 2017(01)
[7]从课堂提问看学习机会的公平——基于Z市初中生的调查分析[J]. 郝亚迪,胡惠闵. 教育发展研究. 2016(02)
[8]基于反思的深度学习:内涵与过程[J]. 吴秀娟,张浩,倪厂清. 电化教育研究. 2014(12)
[9]促进深度学习的课堂教学策略研究[J]. 安富海. 课程.教材.教法. 2014(11)
[10]深度学习的目标与评价体系构建[J]. 张浩,吴秀娟,王静. 中国电化教育. 2014(07)
硕士论文
[1]项目式翻转课堂教学模式下学生参与度研究[D]. 张凌云.华中师范大学 2015
[2]课堂师生言语互动及其对学生英语口语的影响[D]. 赵国霞.南京师范大学 2002
本文编号：3487520
【文章来源】：浙江师范大学浙江省
【文章页数】：102 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
List of Abbreviations
Chapter One Introduction
1.1 Research Background
1.1.1 Urgent Needs to Implement Key Competencies
1.1.2 Necessity of Improving Teacher’s Questioning and Responding
1.2 Research Significance
1.2.1 Theoretical Significance
1.2.2 Practical Significance
1.3 Layout of the Thesis
Chapter Two Literature Review
2.1 Key Terms and Basic Concepts
2.1.1 The Teacher’s Classroom Questioning and Responding
2.1.2 Deep Learning in English Reading Classes
2.1.3 Framework for Evaluating Students’Deep Learning
2.2 Previous Studies at Home and Abroad
2.2.1 Related Studies on Deep Learning
2.2.2 Related Studies on the Teacher’s Classroom Questioning and Responding
2.2.3 Comments and Enlightenment
2.3 Theoretical Basis
2.3.1 The Problem Continuum Theory
2.3.2 The Interaction Hypothesis
2.3.3 Bloom’s Taxonomy in Cognitive Domain
Chapter Three Research Methodology
3.1 Problem Assumption
3.2 Preliminary Investigation
3.3 Hypotheses Raising
3.4 Research Questions
3.5 Research Participants
3.6 Research Methods
3.6.1 Investigation
3.6.2 Observation
3.7 An Overall Plan
Chapter Four An Action Research
4.1 First Round of the Action Research
4.1.1 Working out an Action Plan
4.1.2 Implementing the Plan
4.1.3 Summarizing the First Round
4.2 Second Round of the Action Research
4.2.1 Making Changes to the Plan
4.2.2 Implementing the New Action
4.2.3 Summarizing the Second Round
4.2.4 Collecting Data
Chapter Five Results and Discussion
5.1 Impacts on Students’Deep Learning processes
5.1.1 Results and Discussions on the Classroom Observation
5.1.2 Results and Discussions on the Questionnaires
5.2 Impacts on Students’Learning Outcomes
5.2.1 Results and Discussion on Students’Thinking Levels
5.2.2 Results and Discussion on Students’Text Interpretation
5.2.3 Results and Discussion on Students’Language Learning
Chapter Six Conclusion and Implications
6.1 Major Findings
6.1.1 Impacts on Depth of Students’Learning processes
6.1.2 Impacts on Depth of Students’Learning Outcomes
6.2 Pedagogical Suggestions
6.2.1 Pedagogical Suggestions for Promoting Classroom Participation
6.2.2 Pedagogical Suggestions for Promoting Thinking Levels
6.2.3 Pedagogical Suggestions for Promoting Text Interpretation
6.2.4 Pedagogical Suggestions for Promoting Language Learning
6.3 Limitations
6.4 Suggestions for Further Studies
REFERENCES
APPENDICES
APPENDIX 1
APPENDIX 2
APPENDIX 3
APPENDIX 4
APPENDIX 5
APPENDIX 6
攻读学位期间发表的学术论文
【参考文献】：
期刊论文
[1]利用课堂提问促进深度学习的策略研究[J]. 王耀慧,刘树仁. 教学与管理. 2018(33)
[2]深度学习研究述评:内涵、教学与评价[J]. 温雪. 全球教育展望. 2017(11)
[3]词义概念与高中英语深层阅读教学[J]. 黄远振. 课程.教材.教法. 2017(09)
[4]论深度教学:源起、基础与理念[J]. 郭元祥. 教育研究与实验. 2017(03)
[5]深度学习:智慧教育的核心支柱[J]. 祝智庭,彭红超. 中国教育学刊. 2017(05)
[6]英语词汇学习策略与词汇知识深度的关系研究[J]. 张文忠,段桂湘. 外语教育研究. 2017(01)
[7]从课堂提问看学习机会的公平——基于Z市初中生的调查分析[J]. 郝亚迪,胡惠闵. 教育发展研究. 2016(02)
[8]基于反思的深度学习:内涵与过程[J]. 吴秀娟,张浩,倪厂清. 电化教育研究. 2014(12)
[9]促进深度学习的课堂教学策略研究[J]. 安富海. 课程.教材.教法. 2014(11)
[10]深度学习的目标与评价体系构建[J]. 张浩,吴秀娟,王静. 中国电化教育. 2014(07)
硕士论文
[1]项目式翻转课堂教学模式下学生参与度研究[D]. 张凌云.华中师范大学 2015
[2]课堂师生言语互动及其对学生英语口语的影响[D]. 赵国霞.南京师范大学 2002
本文编号：3487520
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