本文選題：農(nóng)村高中 + 英語閱讀�。� 參考：《贛南師范學(xué)院》2015年碩士論文

【摘要】：隨著在全球范圍內(nèi)國與國之間的社會(huì)生活和經(jīng)濟(jì)活動(dòng)的不斷加深和融合,現(xiàn)代社會(huì)對學(xué)生英語綜合素質(zhì)要求不斷提高,而高效的英語閱讀能力成為每個(gè)學(xué)生獲取知識(shí)、持續(xù)進(jìn)步的條件之一。然而傳統(tǒng)的英語閱讀課堂教學(xué),尤其是在成班率較高的農(nóng)村高中的英語閱讀課堂教學(xué)根本無法滿足學(xué)生的個(gè)體需要。而差異教學(xué)成為解決這個(gè)問題的可能,因?yàn)樗冀K強(qiáng)調(diào)尊重學(xué)生的個(gè)體差異。于是,本文嘗試將差異教學(xué)理論如何運(yùn)用到農(nóng)村高中英語閱讀的實(shí)際教學(xué)當(dāng)中。本研究主要以“差異教學(xué)理論”、“最近發(fā)展區(qū)”和“語言輸入假說”等理論作為理論基礎(chǔ),先從理論上再到實(shí)踐中來探討差異教學(xué)在農(nóng)村高中英語閱讀教學(xué)的應(yīng)用。其目的是構(gòu)建農(nóng)村高中大班條件下的差異化的英語閱讀教學(xué)模式,滿足學(xué)生的個(gè)體差異來幫助學(xué)生實(shí)現(xiàn)最大化的發(fā)展。本次實(shí)驗(yàn)選在江西贛州市信豐縣的一個(gè)農(nóng)村高中進(jìn)行的,實(shí)驗(yàn)時(shí)間為一個(gè)學(xué)期。為了更好地比較,作者分別在實(shí)驗(yàn)班進(jìn)行有差異的閱讀教學(xué)而在對照班采用常規(guī)的閱讀教學(xué)模式。實(shí)驗(yàn)前后分別對學(xué)生進(jìn)行了閱讀測試和問卷調(diào)查來了解學(xué)生閱讀能力、閱讀興趣、閱讀習(xí)慣、閱讀方法和策略的變化。本次的實(shí)驗(yàn)數(shù)據(jù)采用SPSS17.0進(jìn)行統(tǒng)計(jì)分析。通過分析實(shí)驗(yàn)結(jié)果,我們可以看到,在農(nóng)村高中,與常規(guī)的閱讀教學(xué)模式相比,差異閱讀教學(xué)能較好地解決班級授課與學(xué)生個(gè)體差異間的矛盾;能有效地幫助學(xué)生養(yǎng)成良好的閱讀習(xí)慣;能較顯著地提高他們的閱讀策略和閱讀水平,增強(qiáng)他們對英語閱讀的興趣;也能減輕他們的學(xué)習(xí)負(fù)擔(dān)進(jìn)行有效的學(xué)習(xí)進(jìn)而顯著提高英語學(xué)習(xí)成績。因此,本研究不但豐富了英語差異閱讀教學(xué)的理論,而且對農(nóng)村高中英語閱讀教學(xué)具有一定的實(shí)踐意義。
[Abstract]:With the deepening and integration of social life and economic activities between countries in the world, the modern society demands the students' English comprehensive quality to be improved constantly, and the effective English reading ability becomes every student to acquire knowledge. One of the conditions for continuous progress. However, the traditional English reading classroom teaching, especially in the rural high school with high class completion rate, can not meet the individual needs of the students at all. Differential instruction is a possible solution to this problem, because it always emphasizes respect for individual differences. Therefore, this paper attempts to apply the theory of differential instruction to the practical teaching of English reading in rural senior high schools. Based on the theories of "difference teaching theory", "proximal development zone" and "language input hypothesis", this study explores the application of differential teaching in rural senior English reading teaching from theory to practice. The purpose of this study is to construct a differentiated English reading teaching model under the condition of large class in rural senior high schools, to satisfy the individual differences of students and to help students achieve maximum development. The experiment was conducted in a rural high school in Xinfeng County, Ganzhou City, Jiangxi Province for one semester. In order to better compare, the author carries on the differential reading teaching in the experimental class and adopts the conventional reading teaching mode in the control class. Reading tests and questionnaires were conducted before and after the experiment to find out the changes of students' reading ability, reading interest, reading habits, reading methods and strategies. The experimental data were analyzed by SPSS17.0. Through the analysis of the experimental results, we can see that in rural senior high school, compared with the conventional reading teaching mode, differential reading teaching can better solve the contradiction between class teaching and students' individual differences; It can help students to develop good reading habits, improve their reading strategies and reading skills, and enhance their interest in English reading. It can also lighten their learning burden and improve their English learning performance significantly. Therefore, this study not only enriches the theory of English differential reading teaching, but also has some practical significance for rural senior high school English reading teaching.
【學(xué)位授予單位】：贛南師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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