發(fā)布時(shí)間：2018-03-23 19:44

  本文選題：高中英語(yǔ)　切入點(diǎn)：切塊拼接閱讀教學(xué)模式　出處：《四川師范大學(xué)》2017年碩士論文

【摘要】：英語(yǔ)閱讀,作為語(yǔ)言輸入的重要途徑之一,是學(xué)習(xí)者獲取信息的重要方式。英語(yǔ)閱讀教學(xué)應(yīng)注重激發(fā)和培養(yǎng)學(xué)生的閱讀興趣和動(dòng)機(jī)。而傳統(tǒng)的英語(yǔ)閱讀教學(xué)模式過(guò)多的注重對(duì)學(xué)生詞匯、語(yǔ)法的灌輸,課堂略顯枯燥乏味,由此使得很多高中學(xué)生對(duì)英語(yǔ)閱讀缺乏一定的興趣和動(dòng)機(jī)而被迫學(xué)習(xí)�！扒袎K拼接教學(xué)”作為一種合作教學(xué)技能,在當(dāng)今教學(xué)界已得到一些實(shí)踐并取得了一定的教學(xué)成果,本研究擬通過(guò)“切塊拼接教學(xué)”提高學(xué)生的閱讀動(dòng)機(jī)。本文共有三個(gè)研究問(wèn)題:1、高中學(xué)生英語(yǔ)閱讀動(dòng)機(jī)現(xiàn)狀如何?2、切塊拼接閱讀教學(xué)實(shí)踐前后,學(xué)生閱讀動(dòng)機(jī)有無(wú)顯著變化?3、學(xué)生對(duì)切塊拼接教學(xué)中的那些特點(diǎn)更為贊賞?這些特點(diǎn)與閱讀動(dòng)機(jī)有什么關(guān)系?為了回答三個(gè)問(wèn)題,成都某中學(xué)的高二某班50名學(xué)生參與了此次研究,筆者采用了問(wèn)卷調(diào)查,訪談和文獻(xiàn)分析三種種方式來(lái)收集數(shù)據(jù),然后通過(guò)軟件SPSS來(lái)對(duì)數(shù)據(jù)進(jìn)行整理,通過(guò)分析整理出來(lái)的數(shù)據(jù)得出相應(yīng)的結(jié)論。研究結(jié)果表明高中學(xué)生的閱讀動(dòng)機(jī)相對(duì)較弱,尤其是其內(nèi)部閱讀動(dòng)機(jī)。切塊拼接閱讀教學(xué)對(duì)學(xué)生的閱讀動(dòng)機(jī)有著積極的影響,尤其是在內(nèi)部閱讀動(dòng)機(jī)方面,實(shí)驗(yàn)后,學(xué)生表現(xiàn)出了更強(qiáng)的內(nèi)部動(dòng)機(jī)。通過(guò)訪談,發(fā)現(xiàn)學(xué)生對(duì)切塊拼接教學(xué)中輕松的學(xué)習(xí)環(huán)境,課堂的趣味性,同伴的影響,相互的幫助、交流以及被切割的閱讀材料的趣味性更為贊賞。根據(jù)Day and Bamford的激發(fā)閱讀動(dòng)動(dòng)機(jī)的變量,得出這些特點(diǎn)對(duì)學(xué)生的閱讀動(dòng)機(jī)有一定的影響。最后,筆者就高中英語(yǔ)閱讀教學(xué)和切塊拼接閱讀教學(xué)法的實(shí)施提出了幾點(diǎn)建議:英語(yǔ)老師首先應(yīng)更多注重激發(fā)學(xué)生的閱讀興趣和動(dòng)機(jī),然后以學(xué)生的個(gè)體差異為基礎(chǔ),多鼓勵(lì)學(xué)生,讓學(xué)生體驗(yàn)到學(xué)習(xí)的成就感。其次對(duì)于切塊拼接閱讀教學(xué)法的實(shí)施,教師應(yīng)注重:(1)課前充分準(zhǔn)備:(2)合理劃分小組;(3)實(shí)施過(guò)程中注重指導(dǎo)和監(jiān)測(cè);(4)建立合理的評(píng)價(jià)評(píng)估機(jī)制。
[Abstract]:English reading, as one of the important way of language input, is an important way for learners to acquire information. Teaching should focus on stimulating and cultivating students' reading interest and motivation in English reading. But the traditional teaching mode of English reading and pay more attention to students' vocabulary, grammar classroom indoctrination, slightly boring, so many high school students on English reading a certain lack of interest and motivation and forced to learn. "Jigsaw teaching" as a kind of cooperative teaching skills, certain teaching achievements and achieved in today's teaching profession has got some practice, this study proposed by "jigsaw" teaching to improve students' reading motivation. This paper consists of three research questions. 1, high school students' English reading motivation situation? 2, before and after the teaching practice of jigsaw reading, students' reading motivation has no significant change? 3, students on the teaching of jigsaw Those characters are more appreciated? What is the relationship between these characteristics and reading motivation? In order to answer the three question, a Chengdu high school sophomore, a class of 50 students participated in the study, the author uses questionnaire, interview and literature analysis of three ways to collect data, then the data was analyzed by SPSS software through the analysis, sorting out the data and draw the corresponding conclusion. The research results show that high school students' reading motivation is relatively weak, especially the internal motivation of reading. Reading motivation has a positive influence on students' jigsaw reading teaching, especially in reading motivation, after the experiment, the students showed a stronger internal motivation through interviews, found that students on the learning environment in the teaching of jigsaw easy, classroom interesting, peer influence, mutual help, communicate and cut reading materials. The interest is more appreciated. According to the Day and Bamford to stimulate the reading behavior motivation variables have certain influence the characteristics of students' reading motivation. Finally, the author puts forward some suggestions on the implementation of senior high school English reading teaching and the jigsaw reading teaching method: English teachers should pay more attention to stimulate students' interest in reading and then on the basis of motivation, individual differences of students, encourage students, allow students to experience the learning achievement. Secondly, for the implementation of the teaching method of jigsaw reading, teachers should pay attention to: (1) preparation before class: (2) dividing group; (3) pay attention to guiding and monitoring the implementation process; (4) establish a reasonable evaluation mechanism.

【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.41

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本文編號(hào)：1654905