本文選題：支架式教學 + 高中英語閱讀��； 參考：《渤海大學》2017年碩士論文

【摘要】：閱讀是四項基本技能(聽,說,讀,寫)中最重要的技能之一。此外,閱讀是提高學生綜合語言運用能力的主要途徑。因此,加強閱讀教學是高中英語教學必不可少的環(huán)節(jié)。高中英語教學的中心環(huán)節(jié)和重要任務(wù)是培養(yǎng)和提高學生的閱讀理解能力。近幾年來,許多專家和學者更加關(guān)注閱讀教學的研究并且探索了一些新的教學模式以期提高學生的閱讀能力。支架式教學模式是源于維果斯基的“最近發(fā)展區(qū),以建構(gòu)主義學習理論為基礎(chǔ)的一種重要的教學方法。教師通過為學生提供一套恰當?shù)妮o助支架,創(chuàng)設(shè)情景,幫助學生計劃、執(zhí)行及實現(xiàn)學習目標。支架式閱讀模式,以搭建腳手架、進入情景、獨立探索、合作學習、效果評價為基本程序。本研究旨在把支架式教學運用到英語閱讀教學中來證明其在英語教學中的顯著作用。本論文主要關(guān)注兩個問題:1.支架式教學能夠影響學生的英語閱讀策略嗎?2.支架式教學能夠幫助學生提高英語閱讀成績嗎?為了證明這兩個問題,作者在2016年9月至12月進行為期四個月的實驗,此次實驗的受試者是錦州市第二高級中學兩個平行班級的113名高二學生。在實驗班采取應(yīng)用支架理論的英語閱讀教學方式,而在控制班采用傳統(tǒng)的英語教學方式。運用同一份問卷分別用于實驗前前后,學生在閱讀過程中使用英語策略的情況以及改變。此外,該研究通過前測和后測的成績對比來檢驗受試者的閱讀成績是否提高。與此同時,為了收集更有力的證據(jù)和信息,筆者在實驗班進行了一次訪談。最后,所有數(shù)據(jù)都被輸入電腦并由SPSS19.0軟件進行處理分析,得出實驗結(jié)果。經(jīng)過對實驗數(shù)據(jù)的收集和分析,本文的主要發(fā)現(xiàn)是,在經(jīng)過四個月的支架式閱讀教學之后,學生能夠使用更多的閱讀策略去指導他們的閱讀。同時,支架式教學方法可以幫助學生提高英語閱讀成績。最后,在本文的結(jié)論部分,筆者在反思了該研究的局限性的同時,也對此項研究對未來的閱讀教學和相關(guān)研究的建議進行了表述。
[Abstract]:Reading is one of the four most important skills (listening, speaking, reading and writing). In addition, reading is the main way to improve students' comprehensive language use ability. Therefore, strengthening the teaching of reading is an essential link in high school English teaching. The central link and important task of English teaching in senior high school is to cultivate and improve students' reading comprehension ability. In recent years, many experts and scholars have paid more attention to the study of reading teaching and explored some new teaching models in order to improve students' reading ability. The scaffolding teaching model is an important teaching method based on constructivism learning theory, which originates from Vygoski's "proximal development zone". Teachers help students plan, implement and achieve their learning goals by providing them with an appropriate set of auxiliary scaffolding to create scenarios. Scaffold reading mode, to build scaffolding, into the scene, independent exploration, cooperative learning, effect evaluation as the basic procedure. The purpose of this study is to apply scaffolding teaching to English reading teaching to prove its significance in English teaching. This paper focuses on two questions: 1. Can scaffolding teaching affect students' reading strategies? Can scaffolding help students improve their English reading scores? To prove these two problems, the author conducted a four-month experiment between September and December 2016. The subjects in the experiment were 113 students in two parallel classes in Jinzhou No. 2 Senior Middle School. In the experimental class, the scaffold theory is applied to the teaching of English reading, while the traditional teaching method is adopted in the control class. The same questionnaire was used before and after the experiment. In addition, the study examined whether the subjects' reading scores improved by comparing their pre-and post-test scores. At the same time, in order to collect more powerful evidence and information, the author conducted an interview in the experimental class. Finally, all the data are input into the computer and processed by SPSS19.0 software, and the experimental results are obtained. Through the collection and analysis of experimental data, the main findings of this paper are that after four months of scaffolding reading teaching, students can use more reading strategies to guide their reading. At the same time, the scaffolding teaching method can help students improve their English reading scores. Finally, in the conclusion part, the author not only reflects on the limitations of the study, but also gives some suggestions on the future reading teaching and related research.
【學位授予單位】：渤海大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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