本文關鍵詞： 同伴提問 閱讀興趣 閱讀成績　出處：《廣州大學》2016年碩士論文　論文類型：學位論文

【摘要】：閱讀是語言學習中的四大技能之一。然而當前初級中學的英語閱讀教學成效并不令人滿意。很大一部分學生的英語閱讀成績并不理想。他們對英語閱讀不感興趣。他們認為英語閱讀是一件很無聊且很令人頭疼的事情。因此如何激發(fā)初級中學學生的英語閱讀興趣和提高他們的閱讀成績是很值得我們教師關注和探討的一個問題。本研究采用實驗研究的方法進行研究。本研究的目的是通過在初級中學英語閱讀課中采用同伴提問的學習方式來提高學生的閱讀興趣和閱讀成績,主要回答以下兩個研究問題:1)同伴提問能否提高初中生的英語閱讀興趣?2)同伴提問能否提高初中生的英語閱讀成績?參加此次研究的是來自廣東省梅州市梅縣區(qū)雁洋中學八年級兩個班的96位學生,實驗組48人,控制組48人。在實驗的過程中,實驗組的學生在上英語閱讀課時采用同伴提問的學習方式,即要求學生在閱讀的過程中提問自己不懂的內容和閱讀后相互提問自己已經掌握的內容。而控制組的學生則繼續(xù)采用原來的學習方式。本次實驗時間持續(xù)18個星期。實驗的工具有前測和后測,實驗前問卷、實驗后問卷和訪談三種。通過仔細分析和研究實驗中收集的數(shù)據(jù)得出如下實驗結果:第一,英語閱讀課中采用了同伴提問學習的實驗組學生對閱讀課的學習興趣提高了,他們更加樂意參加英語閱讀的相關活動。第二,實驗組學生的英語閱讀成績有了一定的提高。
[Abstract]:Reading is one of the four skills in language learning. However, the teaching results of English reading in junior middle schools are not satisfactory. A large number of students do not have satisfactory results in English reading. They are not interested in English reading. They think English reading is very boring and very troublesome. Therefore, how to stimulate the students' interest in English reading and improve their reading achievement is a problem that deserves our teachers' attention and discussion. The purpose of this study is to improve students' reading interest and reading achievement by using peer questioning in English reading classes in junior middle schools. The main answer to the following two research questions: 1) does the peer question increase the junior high school students' interest in English reading? 2) can peer questioning improve junior high school students' English reading scores? The participants in this study were 96 students from two classes of Grade 8 in Meiyang Middle School, Meixian County, Meizhou City, Guangdong Province. There were 48 students in the experimental group and 48 students in the control group. In the course of the experiment, The students in the experimental group used peer questioning in their English reading class. Students were asked to ask what they did not understand and to ask each other what they had learned. The students in the control group continued to use their original learning methods. The experiment lasted for 18 stars. The experimental tools are pre-test and post-test. Through careful analysis and study of the data collected in the experiment, the following results are obtained: first, In English reading class, the students in the experimental group whose peer questioning is used to study in the reading class have increased their interest in reading class, and they are more willing to participate in English reading activities. Secondly, the students' English reading scores in the experimental group have been improved to a certain extent.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2016
【分類號】：G633.41

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本文編號：1510162