提問是課堂教學的方法之一,但在實際的課堂教學中,大多數(shù)的問題都是由教師提出來的,學生的學習自主性并不能得到充分的調(diào)動,學習的效果也就無法達到最佳;學生在閱讀的過程中自主提出問題的情況更是罕見。本文研究了初中生自我提問訓練對提高英語閱讀理解的影響。為了檢測自我提問策略對提高閱讀理解的影響,作者對部分初中生進行了實證研究。實驗的理論來源包括:自主加工理論、元認知理論和圖式理論。作者選取了所任教學�！靼茶F一中濱河學校初一年級的兩個平行班中的學生進行了案例研究。其中,作者所任教班級的48名學生被分配到實驗組（EG）,另外一個班的50名學生則被分到對照組（CG）,由作者在任教學校的指導老師教授,并全程由作者進行課堂觀察與記錄。本研究采用了問卷調(diào)查法,前后測設(shè)計、課堂觀察、反思自我報告和訪談等研究方法。只有實驗組學生才進行問卷調(diào)查、自我反饋報告和訪談。在實驗組學生接受自我提問訓練期間,控制組學生不受任何干涉,按照傳統(tǒng)教學法進行授課。并同時對兩組同學采用相同的前測和后測進行測試并比較兩組的測試結(jié)果。實驗結(jié)果表明,自我提問訓練組在后期閱讀理解測驗上的表現(xiàn)優(yōu)于傳統(tǒng)教學組。這種閱讀策略的使用確實能夠通過... 

【文章來源】：陜西師范大學陜西省 211工程院校 教育部直屬院校

【文章頁數(shù)】：83 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Research Background
    1.2 Purposes and Significance of the Present Study
    1.3 Organization of the Thesis
Chapter 2 Literature Review
    2.1 Theoretical Framework
        2.1.1 Active Processing
        2.1.2 Metacognitive Theory
        2.1.3 Schema Theory
    2.2 Previous Studies on Self-questioning
Chapter 3 Research Design
    3.1 Research Questions of the Study
    3.2 Participants
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Test Materials
        3.3.3 Students' Reflection Reports after Post-test
    3.4 Classroom Observation
    3.5 Interview
    3.6 Procedure
        3.6.1 Administration of the Questionnaire
        3.6.2 Pre-test
        3.6.3 Self-questioning Training
        3.6.4 No intervention for the control group
        3.6.5 Posttest
        3.6.6 Scoring Procedures
    3.7 Data Collection
Chapter 4 Results and Discussion
    4.1 Findings from the Questionnaire
    4.2 Findings from the Tests
        4.2.1 Finding one: the correlation between self-questioning training and questioning ability
        4.2.2 Finding two:the correlation between self-questioning training and reading comprehension
        4.2.3 Finding three:the correlation between questioning ability and reading comprehension
    4.3 Findings from the Students' Self-reflection Report
Chapter 5 Conclusion
    5.1 Major Findings of the Present Study
    5.2 Limitations and Implications for Future Research
    5.3 Implications of the Research for Teaching
References
Appendixes
    Appendix 1:The Questionnaire
    Appendix 2: The Results of the Questionnaire
    Appendix 3:An Outline for the Self-reflection Report
    Appendix 4:A Sample of the Reading Proficiency Pretest Paper
    Appendix 5:A Sample of the Reading Proficiency Posttest Paper
    Appendix 6:A Sample of the Questioning Ability Pretest Paper
    Appendix 7:A Sample of the Questioning Ability Posttest Paper
    Appendix 8:Scores of the Experimental Class and Control Class in the Questioning Ability Test
    Appendix 9:Scores of the Experimental Class and Control Class in the Reading Proficiency Test
    Appendix 10:Samples of Students' Self-reflection Report
Academic Achievements during Master Degree's Acquirement



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