運(yùn)用學(xué)案導(dǎo)學(xué)提高高中生英語閱讀效果的實(shí)證研究
發(fā)布時(shí)間：2024-12-31 22:34
閱讀在英語學(xué)習(xí)中起著非常重要的作用,如何提高高中生的英語閱讀效果一直備受廣大學(xué)者和教師的關(guān)注。學(xué)案導(dǎo)學(xué)作為一種以學(xué)生自主學(xué)習(xí)為主體的新型教學(xué)模式,有助于發(fā)揮學(xué)生的主體作用和培養(yǎng)學(xué)生的學(xué)習(xí)能力。本文基于建構(gòu)主義理論,通過一項(xiàng)實(shí)驗(yàn),探究學(xué)案導(dǎo)學(xué)在英語閱讀教學(xué)中的實(shí)施效果,是否有助于提高高中生的英語閱讀水平,以及學(xué)案如何幫助學(xué)生提高閱讀效果。作者以滕州市第一中學(xué)高一兩個(gè)班共88名學(xué)生為研究對象。在實(shí)驗(yàn)前,作者通過問卷調(diào)查對兩個(gè)班學(xué)生的英語閱讀情況進(jìn)行了調(diào)查。結(jié)果表明,大部分學(xué)生是在老師的指導(dǎo)下被動(dòng)地進(jìn)行英語閱讀,因而,他們在英語英語閱讀中很少使用閱讀技巧和策略,這樣的結(jié)果為學(xué)案的設(shè)計(jì)和實(shí)施提供了參考。此外,作者還在兩個(gè)班同時(shí)進(jìn)行了英語閱讀測試,盡管兩個(gè)班的測試結(jié)果無明顯差異,但兩個(gè)班的絕大多數(shù)學(xué)生的英語閱讀能力較弱,故在測試過程中閱讀速度較慢,且閱讀理解題中出錯(cuò)也較多。針對以上問題,作者將這兩個(gè)班分為實(shí)驗(yàn)班和控制班,并在實(shí)驗(yàn)班的英語閱讀教學(xué)中運(yùn)用了學(xué)案導(dǎo)學(xué)教學(xué)模式,而控制班則繼續(xù)采用了傳統(tǒng)的英語閱讀教學(xué)模式。在實(shí)驗(yàn)結(jié)束后,兩個(gè)班分別再次進(jìn)行了英語閱讀測試。對測試結(jié)果的統(tǒng)計(jì)分析表明,實(shí)驗(yàn)班和控制...
【文章頁數(shù)】：78 頁
【學(xué)位級(jí)別】：碩士
【文章目錄】：
ACKNOWLEDGEMENTS
Abstract
摘要
Chapter 1 Introduction
1.1 Research Background
1.2 Research Objectives and Significance
1.3 Research Questions
1.4 Overview of the Thesis
Chapter 2 Literature Review
2.1 Introduction to Guided Learning Plan
2.1.1 Definition of Guided Learning Plan
2.1.2 Compilation of Learning Plan
2.1.3 Teaching Procedures under Guided Learning Plan
2.2 Related Research on Guided Learning Plan
2.2.1 Related Research Abroad
2.2.2 Related Research at Home
2.3 Constructivism
Chapter 3 Research Design
3.1 Research Participants
3.2 Research Instruments
3.2.1 Questionnaire
3.2.2 Pre-test and Post-test
3.3 Data Collection and Treatment
3.4 Learning Plan Design
3.5 Research Implementation
3.6 A Teaching Sample
Chapter 4 Data Analysis and Discussion
4.1 Analysis of Questionnaires
4.2 Analysis of Pre-test Results
4.3 Analysis of Post-test Results
4.4 Comparative Analysis of Pre-test and Post-test in CC and EC
4.5 Discussion
Chapter 5 Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations
5.4 Suggestions for Future Research
References
Appendix 1: Questionnaire
Appendix 2: Pre-test
Appendix 3: Post-test
Appendix 4: A Teaching Sample of Learning Plan
本文編號(hào)：4021635
【文章頁數(shù)】：78 頁
【學(xué)位級(jí)別】：碩士
【文章目錄】：
ACKNOWLEDGEMENTS
Abstract
摘要
Chapter 1 Introduction
1.1 Research Background
1.2 Research Objectives and Significance
1.3 Research Questions
1.4 Overview of the Thesis
Chapter 2 Literature Review
2.1 Introduction to Guided Learning Plan
2.1.1 Definition of Guided Learning Plan
2.1.2 Compilation of Learning Plan
2.1.3 Teaching Procedures under Guided Learning Plan
2.2 Related Research on Guided Learning Plan
2.2.1 Related Research Abroad
2.2.2 Related Research at Home
2.3 Constructivism
Chapter 3 Research Design
3.1 Research Participants
3.2 Research Instruments
3.2.1 Questionnaire
3.2.2 Pre-test and Post-test
3.3 Data Collection and Treatment
3.4 Learning Plan Design
3.5 Research Implementation
3.6 A Teaching Sample
Chapter 4 Data Analysis and Discussion
4.1 Analysis of Questionnaires
4.2 Analysis of Pre-test Results
4.3 Analysis of Post-test Results
4.4 Comparative Analysis of Pre-test and Post-test in CC and EC
4.5 Discussion
Chapter 5 Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations
5.4 Suggestions for Future Research
References
Appendix 1: Questionnaire
Appendix 2: Pre-test
Appendix 3: Post-test
Appendix 4: A Teaching Sample of Learning Plan
本文編號(hào)：4021635
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