本文旨在通過行動(dòng)研究以探討2016年江蘇省高中英語“閱讀教學(xué)”評(píng)優(yōu)課大賽一等獎(jiǎng)的獲獎(jiǎng)?wù)n。本研究的理論基礎(chǔ)是輸入假說、情感過濾假說以及輸出假說。本研究的實(shí)踐意義在于有助于一線高中英語教師在教學(xué)實(shí)踐中更關(guān)注行動(dòng)研究,即在行動(dòng)中研究、對(duì)行動(dòng)進(jìn)行研究和為行動(dòng)進(jìn)行研究,從而提高高中英語教師“閱讀教學(xué)”課的教學(xué)能力;有助于促進(jìn)英語教師的專業(yè)發(fā)展。本次行動(dòng)研究主要探討以下兩個(gè)研究問題:1.在“閱讀教學(xué)”課的輸入階段,教師應(yīng)關(guān)注什么?2.在“閱讀教學(xué)”課的輸出階段,教師應(yīng)關(guān)注什么?本次研究對(duì)象是筆者本人和江蘇省兩所四星級(jí)高中:金湖某中學(xué)的高二班級(jí)的學(xué)生和蘇州某中學(xué)高二班級(jí)的學(xué)生。本研究運(yùn)用的研究工具主要是教學(xué)日志、課堂觀察和訪談。本研究包含兩輪行動(dòng)研究。第一輪涵蓋提出問題、制定計(jì)劃、實(shí)施計(jì)劃、評(píng)價(jià)和反思。第二輪涵蓋重新提出問題、修訂計(jì)劃、實(shí)施修訂后計(jì)劃、重新評(píng)價(jià)與再次反思。數(shù)據(jù)收集包括教學(xué)競(jìng)賽整個(gè)過程中的課前數(shù)據(jù)收集、課中數(shù)據(jù)收集和課后數(shù)據(jù)收集。數(shù)據(jù)分析包括分類和比較。本研究對(duì)于“閱讀教學(xué)”課主要有兩點(diǎn)發(fā)現(xiàn):首先,在“閱讀教學(xué)”輸入環(huán)節(jié),教師重點(diǎn)關(guān)注由第一輪的三個(gè)環(huán)節(jié)改變?yōu)榈诙喌膬蓚�(gè)環(huán)節(jié):如何導(dǎo)入和... 

【文章來源】：揚(yáng)州大學(xué)江蘇省

【文章頁數(shù)】：60 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 General description of the study
    1.2 Motivations for the study
    1.3 Significance of the study
    1.4 Overall structure of the thesis
Chapter Two Literature Review
    2.1 Key term in this study
        2.1.1 Definition of action research
        2.1.2 Characteristics of action research
        2.1.3 Process of action research
    2.2 Theoretical bases in this study
        2.2.1 Krashen's Input Hypothesis
        2.2.2 Krashen's Affective Filter Hypothesis
        2.2.3 Swain's Output Hypothesis
    2.3 Related studies
        2.3.1 Related studies on action research
        2.3.2 Related studies on the teaching of reading
Chapter Three Methodology
    3.1 Research questions of the action research
    3.2 Participants of the action research
    3.3 Instruments
    3.4 Data collection
    3.5 Data analysis
Chapter Four Two Cycles of Action Research
    4.1 First-cycle action research
        4.1.1 Problem identification
            4.1.1.1 What to focus on during the process of input in a reading class
            4.1.1.2 What to focus on during the process of output in a reading class
        4.1.2 Plan Making
            4.1.2.1 Input of the reading as preparation for output
            4.1.2.2 Output of the reading as consolidation for input
        4.1.3 Plan Implementation
            4.1.3.1 Mostly-implemented part of the plan
            4.1.3.2 Partially-implemented part of the plan
            4.1.3.3 Unimplemented part of the plan
        4.1.4 Assessments
            4.1.4.1 Assessments on teaching
            4.1.4.2 Assessments on learning
        4.1.5 Reflections
            4.1.5.1 Reflections on problem identification
            4.1.5.2 Reflections on plan making
            4.1.5.3 Reflections on plan implementation
            4.1.5.4 Reflections on assessments
    4.2 Second-cycle action research
        4.2.1 Problem re-identification
            4.2.1.1 Ineffective lead-in step
            4.2.1.2 Complex detail comprehension
            4.2.1.3 Ambiguous story sharing task
            4.2.1.4 Deficient interaction
            4.2.1.5 Changeless homework
        4.2.2 Plan re-making
            4.2.2.1 Changing the lead-in step
            4.2.2.2 Simplifying the difficulty of detail comprehension
            4.2.2.3 Specifying the story sharing activity
            4.2.2.4 Promotion interaction
            4.2.2.5 Providing creative homework
        4.2.3 Plan re-implementation
            4.2.3.1 Fully-implemented part of the plan
            4.2.3.2 Partially-implemented part of the plan
        4.2.4 Re-assessments
            4.2.4.1 Re-assessments on teaching
            4.2.4.2 Re-assessments on learning
        4.2.5 Re-reflections
            4.2.5.1 Reflections on problem re-identification
            4.2.5.2 Reflections on plan re-making
            4.2.5.3 Reflections on plan re-implementation
            4.2.5.4 Reflections on re-assessments
Chapter Five Conclusion
    5.1 Major findings
    5.2 Pedagogical implications
    5.3 Limitations and suggestions for future research
References
Appendixes
Appendix Ⅰ:The reading material of the teaching contest
Appendix Ⅱ:Teaching plan & PPT of the second cycle



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