運用對話教學提升初中學生英語閱讀能力的實證研究
發(fā)布時間：2018-10-12 11:28
【摘要】：對話教學是以對話為原則的教學方式,它是一種追求人性化和創(chuàng)造性的新式教學思維和理念。對話教學能夠改變學生死記硬背的機械學習模式,減少教師向?qū)W生進行單向灌輸?shù)臓顟B(tài),使學生的學習過程由聽和寫變成“你-我”的對話關系。不同于教學對話,對話教學模式能夠增加學生在課堂中的話語權,重視對話的真實性、正當性及真誠性。初中英語閱讀教學的實質(zhì)是教師、學生以及文本三者之間心靈對話的過程,而當前閱讀教學的模式主要以教師講、學生聽為主,師生在課堂中的對話僅在教師向?qū)W生提出問題中產(chǎn)生,這種對話缺位、對話不足、對話失真的現(xiàn)狀不利于當前初中英語閱讀能力的提高。對話教學在我國英語教學方面的研究尚處于基礎階段,需通過大量的教學實踐來探索其在教學過程中的有效性。本研究選取了筆者所在中學七位英語教師,以及該中學八年級的兩個班80名學生作為調(diào)查對象,將兩個班級設置為對照班與實驗班,對照班的采取傳統(tǒng)教學法,實驗班采取對話教學法,通過課堂實踐觀察學生們在對話教學課堂中的表現(xiàn),并對不同教學方式下學生的英語閱讀成績加以考核,目的在于探索對話教學在實際初中英語閱讀教學中從哪些方面可以促進閱讀教學,以及如何優(yōu)化對話教學在英語閱讀課中的實施。此外,筆者還對七位教師進行了訪談,研究教師在對話教學中遇到的問題。本文從學生和教師兩個方面進行研究,并提出以下問題:1)對話教學從哪些方面可以促進學生閱讀能力的提高?2)在英語閱讀教學中如何運用對話教學去提升學生閱讀能力?3)實施對話教學的效果怎么樣?通過對話教學在初中英語閱讀課堂中的實證研究,結(jié)合對照班和實驗班兩個班級之間的調(diào)查分析,本研究得到以下發(fā)現(xiàn):1)英語閱讀課堂中對話教學能夠促進學生閱讀信息的獲取、激發(fā)學生閱讀的主觀能動性、提升學生閱讀理解能力,有利于師生本三者之間的聯(lián)系。2)對話教學與閱讀能力的練習、閱讀內(nèi)容的聯(lián)系、教師自身專業(yè)素養(yǎng)及學生的對話主觀能動性方面息息相關。3)重視閱讀能力教學目標,明確對話教學運用優(yōu)勢;加強閱讀與對話的聯(lián)系,完善對話教學法的運用;提升教師的專業(yè)水平,加強對話教學素養(yǎng)訓練;激發(fā)學生學習熱情,發(fā)揮對話主觀動能性。在對話教學研究方面還有許多要做的。首先,更多的對話方式需要教師不斷探索,教學的內(nèi)容也需要教師歸納總結(jié),從而實現(xiàn)高效的課堂教學。其次,此項研究還需要擴大研究的班級和人數(shù),讓更多的學生和老師享受這種優(yōu)質(zhì)的課堂教學模式。另外,教師還要繼續(xù)加強理論學習,盡可能多查閱資和收集資料,獲得更多的理論支撐。
[Abstract]:Dialogue teaching is a teaching method based on dialogue. It is a new teaching thought and idea which pursues humanization and creativity. Dialogue teaching can change the mechanical learning mode of students by rote memorization, reduce the state of unilateral indoctrination by teachers, and change the learning process of students from listening and writing to the dialogue relationship of "you-I". Different from the teaching dialogue, the dialogue teaching mode can increase the students' right to speak in the classroom and attach importance to the authenticity, legitimacy and sincerity of the dialogue. The essence of English reading teaching in junior high school is the process of spiritual dialogue among teachers, students and texts. The dialogue between teachers and students in the classroom only occurs when teachers ask questions to the students. This kind of dialogue is absent, insufficient, and the present situation of dialogue distortion is not conducive to the improvement of reading ability of junior high school English. The study of dialogue teaching in English teaching in China is still in the basic stage. It is necessary to explore the effectiveness of dialogue teaching in the process of teaching through a large number of teaching practices. In this study, seven English teachers from my middle school and 80 students from two classes in grade eight were selected as the objects of investigation. The two classes were divided into two classes: the control class and the experimental class. The traditional teaching method was adopted in the control class. The experimental class adopts the dialogue teaching method, observes the students' performance in the dialogue teaching class through the classroom practice, and evaluates the students' English reading achievement under different teaching methods. The purpose of this paper is to explore the ways in which dialogue teaching can promote reading teaching in junior high school English reading teaching and how to optimize the implementation of dialogue teaching in English reading class. In addition, the author also conducted interviews with seven teachers to study the problems encountered by teachers in dialogue teaching. This article carries on the research from the student and the teacher two aspects, The following questions are put forward: 1) what aspects of dialogue teaching can promote the improvement of students' reading ability? 2) how to use dialogue teaching to improve students' reading ability in English reading teaching? 3) what is the effect of dialogue teaching? Through the empirical study of dialogue teaching in junior middle school English reading class, combined with the investigation and analysis of the two classes in the control class and the experimental class, The findings of this study are as follows: 1) Dialogue teaching in English reading classroom can promote students' reading information acquisition, stimulate students' reading initiative and improve students' reading comprehension ability. It is beneficial to the relationship between teachers and students. 2) the teaching of dialogue is closely related to the practice of reading ability, the connection of reading content, the teachers' own professional accomplishment and the students' initiative of dialogue. 3) the teaching goal of reading ability is emphasized. Make clear the advantages of dialogue teaching; strengthen the relationship between reading and dialogue, improve the use of dialogue teaching methods; improve teachers' professional level, strengthen dialogue teaching literacy training; stimulate students' enthusiasm for learning, play dialogue subjective kinetic energy. There is still much to be done in dialogue teaching and research. First of all, more ways of dialogue need teachers to explore constantly, and the contents of teaching also need teachers to sum up, so as to achieve efficient classroom teaching. Second, the study also needs to expand the class and size of the study so that more students and teachers enjoy this high-quality classroom teaching model. In addition, teachers should continue to strengthen theoretical learning, as much as possible access to information and materials, to obtain more theoretical support.
【學位授予單位】：杭州師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41
[Abstract]:Dialogue teaching is a teaching method based on dialogue. It is a new teaching thought and idea which pursues humanization and creativity. Dialogue teaching can change the mechanical learning mode of students by rote memorization, reduce the state of unilateral indoctrination by teachers, and change the learning process of students from listening and writing to the dialogue relationship of "you-I". Different from the teaching dialogue, the dialogue teaching mode can increase the students' right to speak in the classroom and attach importance to the authenticity, legitimacy and sincerity of the dialogue. The essence of English reading teaching in junior high school is the process of spiritual dialogue among teachers, students and texts. The dialogue between teachers and students in the classroom only occurs when teachers ask questions to the students. This kind of dialogue is absent, insufficient, and the present situation of dialogue distortion is not conducive to the improvement of reading ability of junior high school English. The study of dialogue teaching in English teaching in China is still in the basic stage. It is necessary to explore the effectiveness of dialogue teaching in the process of teaching through a large number of teaching practices. In this study, seven English teachers from my middle school and 80 students from two classes in grade eight were selected as the objects of investigation. The two classes were divided into two classes: the control class and the experimental class. The traditional teaching method was adopted in the control class. The experimental class adopts the dialogue teaching method, observes the students' performance in the dialogue teaching class through the classroom practice, and evaluates the students' English reading achievement under different teaching methods. The purpose of this paper is to explore the ways in which dialogue teaching can promote reading teaching in junior high school English reading teaching and how to optimize the implementation of dialogue teaching in English reading class. In addition, the author also conducted interviews with seven teachers to study the problems encountered by teachers in dialogue teaching. This article carries on the research from the student and the teacher two aspects, The following questions are put forward: 1) what aspects of dialogue teaching can promote the improvement of students' reading ability? 2) how to use dialogue teaching to improve students' reading ability in English reading teaching? 3) what is the effect of dialogue teaching? Through the empirical study of dialogue teaching in junior middle school English reading class, combined with the investigation and analysis of the two classes in the control class and the experimental class, The findings of this study are as follows: 1) Dialogue teaching in English reading classroom can promote students' reading information acquisition, stimulate students' reading initiative and improve students' reading comprehension ability. It is beneficial to the relationship between teachers and students. 2) the teaching of dialogue is closely related to the practice of reading ability, the connection of reading content, the teachers' own professional accomplishment and the students' initiative of dialogue. 3) the teaching goal of reading ability is emphasized. Make clear the advantages of dialogue teaching; strengthen the relationship between reading and dialogue, improve the use of dialogue teaching methods; improve teachers' professional level, strengthen dialogue teaching literacy training; stimulate students' enthusiasm for learning, play dialogue subjective kinetic energy. There is still much to be done in dialogue teaching and research. First of all, more ways of dialogue need teachers to explore constantly, and the contents of teaching also need teachers to sum up, so as to achieve efficient classroom teaching. Second, the study also needs to expand the class and size of the study so that more students and teachers enjoy this high-quality classroom teaching model. In addition, teachers should continue to strengthen theoretical learning, as much as possible access to information and materials, to obtain more theoretical support.
【學位授予單位】：杭州師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41
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