【摘要】：英語閱讀教學(xué)是高中英語教學(xué)的核心部分,在提高學(xué)生英語的閱讀能力尤其是語言的應(yīng)用能力上起著重要作用,然而,高中英語閱讀的教學(xué)還是存在不足的,在傳統(tǒng)的教學(xué)當中,主要強調(diào)對詞匯和語法的掌握。教師是課堂的中心,學(xué)生沒有機會表達自己的想法,因此閱讀成績差。如何提高學(xué)生的閱讀能力已經(jīng)成為迫切要解決的問題,教師應(yīng)該尋求一種方法去訓(xùn)練學(xué)生并且激發(fā)他們參與到學(xué)習(xí)中來,引導(dǎo)他們積極有效的閱讀。拋錨式教學(xué)法基于建構(gòu)主義理論,強調(diào)情景教學(xué),該教學(xué)法是溫特比爾特認知與技術(shù)小組(CTGV)在布朗斯福特的帶領(lǐng)下研發(fā)的,在教學(xué)內(nèi)容中設(shè)立真實的情境,使學(xué)生在真實情境中解決問題,它的終極目標是培養(yǎng)學(xué)習(xí)者解決問題的能力,幫助學(xué)習(xí)者成為獨立學(xué)習(xí)和思考者,最終構(gòu)建信息。獲得知識,這種教學(xué)法不僅可以激發(fā)學(xué)生的學(xué)習(xí)興趣,還可以增強學(xué)生的合作學(xué)習(xí)和自主學(xué)習(xí)。拋錨式教學(xué)法還沒有被廣泛的研究,尤其是應(yīng)用于高中英語閱讀。這篇論文主要是展示拋錨式教學(xué)法在高中英語閱讀中有著積極的影響,主要是為了回答下面的問題,并證明拋錨式教學(xué)法在高中英語閱讀中的實效性。1.拋錨式教學(xué)在高中英語閱讀課堂中的應(yīng)用是否優(yōu)于傳統(tǒng)的教學(xué)模式?2.拋錨式教學(xué)是否能激發(fā)學(xué)生學(xué)習(xí)英語閱讀的興趣?3.拋錨式教學(xué)是否有助于提高學(xué)生英語閱讀的自主學(xué)習(xí)意識?這個研究從2014年的9月到2015年1月,實驗的對象每周4節(jié)英語課,他們要求用拋錨式教學(xué)法教學(xué),而控制班用傳統(tǒng)的教學(xué)法教學(xué),作者通過前后測試,調(diào)查問卷和訪談來分析數(shù)據(jù)。實驗結(jié)果表明,拋錨式教學(xué)法有利于提高學(xué)生的閱讀水平。拋錨式教學(xué)法能激發(fā)學(xué)生學(xué)習(xí)英語閱讀的興趣,有助于提高學(xué)生對英語閱讀的自主學(xué)習(xí)意識。拋錨式教學(xué)法很受學(xué)生歡迎。
[Abstract]:English reading teaching is the core part of English teaching in senior high school, which plays an important role in improving students' English reading ability, especially in language application ability. however, there are still shortcomings in the teaching of English reading in senior high school. In the traditional teaching, the main emphasis is on mastering vocabulary and grammar. Teachers are the center of the classroom, students do not have the opportunity to express their ideas, so poor reading performance. How to improve students' reading ability has become an urgent problem to be solved. Teachers should find a way to train students and stimulate them to participate in learning and guide them to read actively and effectively. Anchored teaching method is based on constructivism theory and emphasizes situational teaching. This teaching method was developed by Wentbilt Cognitive and Technical Group (CTGV) under the leadership of Brownsford. It sets up a real situation in the teaching content so that students can solve problems in the real situation. Its ultimate goal is to cultivate learners' ability to solve problems, to help learners become independent learners and thinkers, and finally to construct information. To acquire knowledge, this teaching method can not only stimulate students' interest in learning, but also enhance students' cooperative learning and autonomous learning. Anchor teaching method has not been widely studied, especially in senior high school English reading. This thesis mainly shows that anchoring teaching method has a positive influence in senior high school English reading, mainly to answer the following questions, and to prove the effectiveness of anchoring teaching method in senior high school English reading. Is the application of anchor teaching in senior high school English reading classroom superior to the traditional teaching mode? 2. Can anchoring teaching stimulate students' interest in learning English reading? Is anchoring teaching helpful to improve students' awareness of autonomous learning in English reading? From September 2014 to January 2015, the subjects asked for anchoring teaching, while the control class used traditional teaching methods, and the authors analyzed the data through pre-and post-tests, questionnaires and interviews. The experimental results show that anchoring teaching method is beneficial to improve students' reading level. Anchoring teaching method can stimulate students' interest in learning English reading and help to improve students' awareness of autonomous learning of English reading. The anchoring teaching method is very popular with students.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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