活动单导学模式在高中英语阅读教学中的应用研究
发布时间：2024-04-26 00:38
英语阅读教学在高中处于首席之地。然而,高中英语阅读课和学生阅读能力的现状并不令人满意。笔者找出英语阅读教与学上存在的问题,提出活动单导学模式解决相应的问题。“活动单导学”模式顺应了新课程改革的理念,提倡在英语阅读教学中以“活动单”为媒介,引导学生在活动中主动求知、自主探究、合作学习。借鉴国内外有关活动单导学模式和英语阅读教学的研究,笔者发现涉及活动单导学模式的英语阅读教学研究相对甚少。本论文依据建构主义理论、合作学习理论以及最近发展区理论阐述了活动单导学模式的理论基础,并详细列举了该模式在高中英语阅读教学中的应用步骤,旨在以此激发学生的阅读兴趣,培养学生掌握合理有效的阅读策略,提高阅读能力。本文采用问卷调查法和实验法作为主要研究方法,为了研究活动单导学模式是否能有效地培养高中生英语阅读策略的使用,能否有效地提高他们的阅读水平,选取平凉市第一中学高二年级120名同学作为研究对象,运用活动单导学模式教授英语阅读,进行为期一个学期的实验。实验数据均使用EXCEL2016和SPSS(21.0 edition)进行录入和分析。统计分析结果表明实验班学生在阅读策略的使用方面有了明显的提高(M=3....
【文章页数】：85 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
1.1 Background of the Study
1.2 Purpose and Significance of the Present Study
1.3 Lay out of the Study
Chapter 2 Literature Review
2.1 Activity List Guiding Mode
2.1.1 The Main Concepts of ALG Mode
2.1.2 The Principles of ALG Mode
2.2 Previous Study on ALG Mode
2.2.1 Previous Study on Lesson Plan Teaching Mode Abroad
2.2.2 Previous Study on ALG Mode at Home
2.3 An Overview on English Reading Teaching
2.3.1 The Natural of Reading
2.3.2 English Reading Teaching Models
2.3.3 English Reading Strategies
2.4 The Studies on the ALG Mode in Senior High School English Reading Teaching
2.5 Summary
Chapter 3 Theoretical Framework
3.1 Constructivism Theory
3.2 Cooperative Learning Theory
3.3 Theories of Zone of Proximal Development
Chapter 4 Research Methodology
4.1 Research Questions
4.2 Subjects
4.3 Instruments
4.3.1 Questionnaire
4.3.2 Tests
4.4 Teaching Materials
4.5 Research procedures
4.6 Experimental procedures
4.6.1 The Procedures of ALG Mode in English Reading Teaching
4.6.2 The Teaching Case of ALG Mode in English Reading Teaching
4.6.3 The English Reading Teaching in Control Class
4.7 Data Collection and Analysis
Chapter 5 Results and Discussions
5.1 Results of the Questionnaire
5.1.1 The Results of Pre-questionnaire between EC and CC
5.1.2 The Results Post-questionnaire between EC and CC
5.2 Results of the English Reading Tests
5.2.1 The Results of Pre-test between EC and CC
5.2.2 The Results of Post-test between EC and CC
5.2.3 The Result of Pre-test and Post-test of Paired sample t-test
5.2.4 The Analysis of the Results between the Pre-test and Post-test within the EC and CC
5.3 Discussion
Chapter 6 Conclusions
6.1 Major Findings
6.2 Implications for English Reading Teaching
6.3 Limitations of the Present Study
6.4 Suggestions for Future Studies
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Acknowledgements
本文编号：3964461
【文章页数】：85 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
1.1 Background of the Study
1.2 Purpose and Significance of the Present Study
1.3 Lay out of the Study
Chapter 2 Literature Review
2.1 Activity List Guiding Mode
2.1.1 The Main Concepts of ALG Mode
2.1.2 The Principles of ALG Mode
2.2 Previous Study on ALG Mode
2.2.1 Previous Study on Lesson Plan Teaching Mode Abroad
2.2.2 Previous Study on ALG Mode at Home
2.3 An Overview on English Reading Teaching
2.3.1 The Natural of Reading
2.3.2 English Reading Teaching Models
2.3.3 English Reading Strategies
2.4 The Studies on the ALG Mode in Senior High School English Reading Teaching
2.5 Summary
Chapter 3 Theoretical Framework
3.1 Constructivism Theory
3.2 Cooperative Learning Theory
3.3 Theories of Zone of Proximal Development
Chapter 4 Research Methodology
4.1 Research Questions
4.2 Subjects
4.3 Instruments
4.3.1 Questionnaire
4.3.2 Tests
4.4 Teaching Materials
4.5 Research procedures
4.6 Experimental procedures
4.6.1 The Procedures of ALG Mode in English Reading Teaching
4.6.2 The Teaching Case of ALG Mode in English Reading Teaching
4.6.3 The English Reading Teaching in Control Class
4.7 Data Collection and Analysis
Chapter 5 Results and Discussions
5.1 Results of the Questionnaire
5.1.1 The Results of Pre-questionnaire between EC and CC
5.1.2 The Results Post-questionnaire between EC and CC
5.2 Results of the English Reading Tests
5.2.1 The Results of Pre-test between EC and CC
5.2.2 The Results of Post-test between EC and CC
5.2.3 The Result of Pre-test and Post-test of Paired sample t-test
5.2.4 The Analysis of the Results between the Pre-test and Post-test within the EC and CC
5.3 Discussion
Chapter 6 Conclusions
6.1 Major Findings
6.2 Implications for English Reading Teaching
6.3 Limitations of the Present Study
6.4 Suggestions for Future Studies
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Acknowledgements
本文编号：3964461
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