本文選題：英語分層拓展閱讀 + 小學(xué)英語教學(xué)��； 參考：《廣州大學(xué)》2017年碩士論文

【摘要】：英語閱讀是英語學(xué)習(xí)中至關(guān)重要的一部分,因此在小學(xué)英語教學(xué)中教師們都十分重視培養(yǎng)學(xué)生的英語閱讀能力。然而,在目前的小學(xué)英語閱讀教學(xué)中卻存在著一個(gè)較為突出的問題,即在現(xiàn)行的班級(jí)授課制下,每個(gè)班級(jí)都會(huì)出現(xiàn)學(xué)生閱讀能力的差異,而教師的教學(xué)卻是根據(jù)學(xué)生的平均水平考慮而忽略了學(xué)生的個(gè)體差異和實(shí)際需求,致使閱讀能力高的學(xué)生覺得沒有挑戰(zhàn)性,閱讀水平低的學(xué)生因達(dá)不到要求而喪失信心和學(xué)習(xí)動(dòng)機(jī)。針對(duì)這個(gè)問題,本論文作者基于個(gè)體差異理論,最近發(fā)展區(qū)理論和語言輸入理論,試圖探討英語分層拓展閱讀是否能對(duì)學(xué)生英語閱讀能力及其英語閱讀興趣產(chǎn)生影響。本論文作者選取了********小學(xué)五年級(jí)的兩個(gè)平行班為實(shí)驗(yàn)對(duì)象,開展了為期九周的英語分層拓展閱讀教學(xué)實(shí)驗(yàn)。其中2班為實(shí)驗(yàn)班,3班為控制班。實(shí)驗(yàn)前對(duì)兩個(gè)班的學(xué)生進(jìn)行了前測(cè),并對(duì)成績(jī)進(jìn)行了分析,目的是為了檢驗(yàn)兩個(gè)班學(xué)生的閱讀水平是否為同一水平。實(shí)驗(yàn)開始后,在控制班采用常規(guī)的英語閱讀訓(xùn)練,而在實(shí)驗(yàn)班采用英語分層拓展閱讀訓(xùn)練。實(shí)驗(yàn)結(jié)束后,對(duì)兩個(gè)班進(jìn)行后測(cè),以驗(yàn)證英語分層拓展閱讀訓(xùn)練是否對(duì)學(xué)生的閱讀能力產(chǎn)生了影響。另外,為了調(diào)查學(xué)生實(shí)驗(yàn)前后的英語閱讀興趣的變化,實(shí)驗(yàn)前后分別對(duì)學(xué)生進(jìn)行了問卷調(diào)查。數(shù)據(jù)收集之后,作者使用SPSS 17.0軟件對(duì)前后測(cè)兩次的閱讀成績(jī)和調(diào)查問卷所獲的數(shù)據(jù)進(jìn)行統(tǒng)計(jì)和分析。此外,作者還對(duì)實(shí)驗(yàn)班的部分學(xué)生進(jìn)行了結(jié)構(gòu)性訪談。研究結(jié)果顯示:(1)與傳統(tǒng)的英語閱讀教學(xué)相比較,英語分層拓展閱讀更有助于提高學(xué)生的英語閱讀成績(jī);(2)英語分層拓展閱讀能更好地提高學(xué)生的英語閱讀興趣。本研究表明英語分層拓展閱讀方法應(yīng)用于小學(xué)英語閱讀教學(xué)是切實(shí)可行的。此外,本文作者希望本研究能為未來該領(lǐng)域的研究提供一些參考。
[Abstract]:English reading is an important part of English learning, so in primary English teaching, teachers attach great importance to developing students' English reading ability. However, in the present primary school English reading teaching, there is a more prominent problem, that is, under the current class teaching system, each class will have the difference of students' reading ability. However, teachers' teaching is based on the students' average level and ignores the students' individual differences and actual needs, which makes the students with high reading ability feel unchallenged. Students with low reading proficiency lose confidence and learning motivation because they fail to meet their requirements. In order to solve this problem, the author based on the theory of individual difference, the theory of proximal development area and the theory of language input, attempts to explore whether the delamination of English reading can affect students' English reading ability and their interest in English reading. In this paper, the author takes two parallel classes in Grade 5 of Primary School as experimental objects, and carries out a nine-week experiment on English reading teaching. Class 2 is experimental class and class 3 is control class. Before the experiment, the students in the two classes were tested before the experiment, and the results were analyzed in order to test whether the reading level of the two classes was the same. At the beginning of the experiment, conventional English reading training was adopted in the control class and extended reading training in the experimental class. At the end of the experiment, the two classes were tested to verify whether the English reading training at different levels had an effect on the students' reading ability. In addition, in order to investigate the changes of students' interest in English reading before and after the experiment, questionnaires were conducted before and after the experiment. After the data was collected, the author used SPSS 17.0 software to analyze the reading scores and the data obtained from the questionnaire. In addition, the author also conducted structural interviews with some students in the experimental class. The results show that compared with the traditional English reading teaching, English reading is more helpful to improve students' reading scores. This study shows that it is feasible to apply the extended reading method to English reading teaching in primary schools. In addition, the author hopes that this study can provide some references for future research in this field.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.31

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本文編號(hào)：1815559