【摘要】：本文以建構主義學習理論、人本主義教育理論和自主學習理論為基礎,以河南省南陽市鎮(zhèn)平縣老莊鎮(zhèn)初級中學七年級兩個平行班學生為研究對象,采用訪談法,測驗法和問卷調(diào)查法,探討“三疑三探”教學模式培養(yǎng)學生的自主學習能力。本研究將圍繞以下內(nèi)容展開:1.學生自主學習的現(xiàn)狀;2.“三疑三探”培養(yǎng)學生的自主學習能力的教學實踐。通過問卷調(diào)查,了解學生自主學習的現(xiàn)狀,運用“三疑三探”教學模式對研究對象進行“三疑三探”教學實踐。首先是“設疑自探”,學生獨自預習課文,找出自己不懂之處(包括學過的知識和本節(jié)課的新知識點),然后根據(jù)已學知識和新課文自己嘗試提出問題;其次是“解疑合探”,學生組內(nèi)或組間交流提出問題,并共同探討解決問題;再次“質疑再探”,在前兩個環(huán)節(jié)中有些問題可能學生沒有注意到,或者探討得深度不夠,在老師啟發(fā)下,巧妙地引導學生提出問題,再交由學生解決;最后“鞏固運用”,通過教師的教學,培養(yǎng)學生針對課本知識自主出題,自主提問,自主解答的能力。研究發(fā)現(xiàn):現(xiàn)在的初中英語課堂上,學生自主學習狀態(tài)少,主要是被動學習,學生基本沒有自主認知、自主體驗的機會,自主學習能力的培養(yǎng)難以真正開展。而自主認知和自主體驗充滿著“三疑三探”教學模式整個過程,有利于培養(yǎng)學生自主預習能力、自主提疑、質疑和解疑的能力。
[Abstract]:Based on constructivist learning theory, humanism education theory and autonomous learning theory, this paper takes two parallel class students of Laozhuang Junior Middle School in Zhenping County, Nanyang City, Henan Province as the research object, and adopts the method of interview. This paper probes into the teaching mode of "three doubts and three explorations" to cultivate students' autonomous learning ability. This study will focus on the following contents: 1. The present situation of students' autonomous learning; 2. The teaching practice of cultivating students' autonomous learning ability by "three doubts and three explorations". Through the questionnaire survey, the present situation of students' autonomous learning is understood, and the teaching practice of "three doubts and three explorations" is carried out by using the teaching mode of "three doubts and three explorations". First of all, "setting up doubts and self-exploration", the students independently preview the text, find out what they do not understand (including the knowledge learned and the new knowledge of this class), and then try to ask questions according to the learned knowledge and the new text; The second is to "solve doubts", students within or between groups of communication to raise questions, and jointly explore how to solve the problem; Once again, "questioning and reexploring", in the first two links, some problems may not be noticed by students, or the depth of exploration is not enough, in the teacher inspired, skillfully led the students to put forward the problem, and then handed over to the students to solve; Finally, through the teachers' teaching, the students' ability of writing questions, asking questions and solving questions independently is developed. It is found that in the present junior middle school English classroom, students' autonomous learning status is less, mainly passive learning, students have no independent cognition, the opportunity of autonomous experience, and the cultivation of autonomous learning ability is difficult to carry out. And autonomous cognition and autonomous experience are full of the whole process of teaching mode of "three doubts and three explorations", which is conducive to cultivating students' ability of autonomous preview, self-questioning, questioning and resolving doubts.
【學位授予單位】：湖南科技大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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