基于支架理论的高中英语阅读教学案例设计与分析

发布时间：2018-01-04 01:11

本文关键词：基于支架理论的高中英语阅读教学案例设计与分析　出处：《天津师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：《英语课程标准》规定：“英语课程要注重培养学生获取信息、处理信息和传达信息的能力、分析问题和解决问题的能力,以及用英语进行思维和表达的能力。”由此可见,在现代的英语课堂中,学生是主体。而这一点在支架教学理论当中得到了很好的体现, “支架”这一词源自于建筑工业,用来指支撑工人工作的工具。如今这一概念逐渐运用到教育当中。在教育上,支架指在学生最近发展区中,为帮助学习者学习所提供的一切辅助。本篇论文中,作者运用支架理论选择了北师大版英语必修1,第二单元第一课设计了一堂课。教学对象来自于安徽省某中学高一学生。在本教学设计中,作者首先讨论了支架的定义及分类,以对支架这一理论有较深刻的了解。紧接着,作者研究了教学设计这一活动的基本要求,最终完成了本教学设计,旨在将理论应用到实践中,进行教学尝试。为能够全面评价本教学设计,作者详细记录了自己在教学过程中如何提供支架,也记录了学生们的表现。由于作者在两个班中进行了教学,通过比较两个班截然不同的教学效果,作者对该教学设计进行了反思。此次教学证实了本教学设计是基本可行的,如果能减少一项教学活动可能效果会更好,。另外,在教学过程中,作者提供了丰富的支架,学生也因此积极地参与到学习活动中,这表明支架式教学对于提高学生学习效率有非常大的帮助。同时,作者总结了自己作为一名准英语教师,在运用支架理论方面的不足之处： 1.作者在课前设计支架时忽略了学生的个体差异。 2.作者在学生进行展示时,不能很好地提供支架帮助学生完成展示。 3.作者在发生突发状况时,不能沉稳地改变支架。此外,作者提出了一些启示和建议,希望能为支架理论在教学中的应用提供一些绵薄之力。
[Abstract]:The English Curriculum Standard stipulates: "English courses should focus on developing students' ability to obtain information, process and convey information, and analyze and solve problems." And the ability to think and express in English. The term "scaffolding" derives from the construction industry and is used to refer to the tools that support workers' work. Now the concept is gradually applied to education. In education, scaffolding refers to the student's proximal development area. All the aids provided to help learners learn. In this paper, the author uses the scaffold theory to choose the Beijing normal University version of English compulsory 1, the second unit of the first lesson designed a class. The teaching object from a middle school in Anhui Province, in the teaching design. The author first discusses the definition and classification of scaffolds in order to have a deeper understanding of the theory of scaffolding. Then the author studies the basic requirements of instructional design and finally completes the instructional design. The purpose of this paper is to apply the theory to practice and to make teaching attempt. In order to evaluate the teaching design in an all-round way, the author records in detail how he provides the scaffold in the teaching process, and also records the students' performance. Because the author has carried on the teaching in the two classes, through the comparison two classes completely different teaching effect, the author has carried on the reflection to this teaching design, this teaching has proved this teaching design is basically feasible. In addition, in the teaching process, the author provides a rich scaffold, and thus students actively participate in the learning activities. This shows that scaffolding teaching is of great help to improve students' learning efficiency. At the same time, the author summarizes his shortcomings in the application of scaffolding theory as a quasi-English teacher. 1. The author neglects the individual differences of students when designing scaffolding before class. 2. The author can not provide the scaffold to help the students to complete the presentation. 3. The author can not change the stents steadily when the sudden situation occurs. In addition, the author puts forward some enlightenments and suggestions, hoping to provide some modest force for the application of the scaffold theory in teaching.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【共引文献】