本文選題：“先學后教” + 高中��； 參考：《寧波大學》2015年碩士論文

【摘要】：伴隨科技的不斷進步以及國際貿(mào)易的日漸頻繁,英語在世界中得到了更多人的關(guān)注,自加入WTO后,我國更進入了英語學習的熱潮。但就目前的教學當中,還存在很多教學弊端,諸如“一言堂”或者“一問一答”的課堂閱讀模式等,如此,不僅教師教學感到累,學生也感到學的十分費勁,久而久之,學生就會對閱讀失去興趣,對閱讀學習的積極主動性也會大大減少,而他們的想象力及創(chuàng)造力也會受到一定的禁錮,于是就會漸漸對英語學習產(chǎn)生倦怠感覺,漸漸對能夠成功學習英語失去信心。因而,在新課改下,面對當前英語閱讀課堂的現(xiàn)狀及伴隨的問題,應(yīng)該重視學生自主能力的提高,將他們作為課堂的主體和中心,而將“先學后教”模式在高中英語閱讀課堂上進行應(yīng)用也迫在眉睫。本論文一共有六章。第一章為緒論。在本章中,主要研究了本文研究背景,同時將本次研究的研究方法、研究內(nèi)容、創(chuàng)新點等進行了闡述。第二章為相關(guān)理論基礎(chǔ)。在本章中,主要介紹了與本次研究相關(guān)的概念以及相關(guān)發(fā)展理論,為研究本文奠定理論基礎(chǔ)。第三章是對現(xiàn)行高中英語閱讀課堂的現(xiàn)狀分析。在本章中,通過問卷調(diào)查和訪談等方式,對高中英語閱讀課堂的現(xiàn)狀進行了深入探討。第四章為“先學后教”模式在高中英語閱讀課堂上的相關(guān)應(yīng)用及分析。在本章中,結(jié)合課堂案例及教師和學生訪談,探討分析了“先學后教”模式在高中英語閱讀課堂上的相關(guān)應(yīng)用。第五章為高中英語閱讀課堂有效開展“先學后教”模式的相關(guān)建議。在本章中,針對高中英語閱讀課堂現(xiàn)狀,結(jié)合實際,論述高中英語閱讀課堂有效開展“先學后教”模式的相關(guān)建議。第六章為結(jié)論與展望。在本章中,對之前的研究內(nèi)容和結(jié)果進行了總結(jié)并提出了本文的局限之處。希望本文可以為高中英語閱讀課堂有效開展“先學后教”模式提供參考,也為今后相關(guān)研究貢獻綿薄之力。
[Abstract]:With the continuous progress of science and technology and the increasing frequency of international trade, English has been paid more attention in the world. Since China joined the WTO, our country has entered the upsurge of English learning. However, in the current teaching, there are still many teaching drawbacks, such as "arbitrary" or "one question and one answer" reading mode in the classroom. In this way, not only teachers are tired of teaching, but students also feel that they are learning very hard and over time. Students will lose interest in reading, and their initiative in reading learning will be greatly reduced, and their imagination and creativity will also be limited to some extent, so they will gradually develop a sense of burnout in English learning. Gradually lose confidence in being able to learn English successfully. Therefore, under the new curriculum reform, in the face of the current situation of the English reading class and the accompanying problems, we should attach importance to the improvement of students' autonomous ability and regard them as the main body and the center of the class. It is urgent to apply the model of "learning first before teaching" in senior high school English reading class. There are six chapters in this paper. The first chapter is the introduction. In this chapter, the research background of this paper is mainly studied. At the same time, the research methods, research contents, innovation points and so on are expounded. The second chapter is the theoretical basis. In this chapter, the related concepts and development theories are introduced, which lays a theoretical foundation for the study. Chapter three analyzes the present situation of English reading class in senior high school. In this chapter, the present situation of English reading class in senior high school is discussed by questionnaire and interview. The fourth chapter is about the application and analysis of the model of "learning first and teaching later" in senior high school English reading class. In this chapter, combined with classroom cases and interviews with teachers and students, this paper discusses the application of the model of "learning first and teaching before teaching" in senior English reading class. The fifth chapter is about the suggestion of how to develop the model of "learning first before teaching" effectively in English reading class of senior high school. In this chapter, according to the current situation of English reading classroom in senior high school, and combining with the practice, this paper discusses the relevant suggestions on how to effectively develop the mode of "learning first before teaching" in high school English reading class. Chapter six is the conclusion and prospect. In this chapter, the previous research contents and results are summarized and the limitations of this paper are pointed out. It is hoped that this paper can provide a reference for developing the model of "learning first before teaching" in English reading class of senior high school, and also contribute a little to the related research in the future.
【學位授予單位】：寧波大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

【參考文獻】

相關(guān)期刊論文 前1條

1 畢艷華;;初探“先學后教”教學模式在中職英語閱讀教學中的應(yīng)用[J];新課程(上);2013年11期

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本文編號：1921574