基于学习策略指导下的初中英语阅读教学行动研究

发布时间：2018-01-22 05:01

本文关键词： 教学策略阅读策略初中英语阅读教学行动研究基于策略的教学　出处：《贵州师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：现代语言教学理论认为,保证足够的可理解的语言输入是学习语言的首要条件。长期以来,英语阅读被认为是听说读写四项技能中可理解输入的主要来源之一。在中国,大部分的英语语言和文化知识主要是通过阅读英语材料获得的,但是学生缺乏自然的语言环境,英语阅读能力不够好,因为没有基于学习策略英语教学的指导,学生的阅读策略运用能力也较弱。WeaveCohen(1994)提出了一种全面的策略培训的教学模式,将学习策略训练融入到外语教学当中(Strategies-based instruction),SBI是以学习者为中心的教学方法,将策略训练中的显性或隐性的策略融入进课堂教学的内容中,使学生在外语学习中获得成功。本文主要调查基于学习策略英语教学在阅读教学中的有效性。本文采用行动研究方法,作者制定了4个阶段教学行动研究,在教学实验中,实验对象为贵阳市观山湖区初中一个班的同学。此行动研究过程主要采用问卷调查,语言测试和教学反馈与反思等工具和手段来收集训练前后的信息和数据,用于确定问题和相应的解决方案,以及教师在训练过程中的反思和调整。本研究结果表明,在阅读课堂教学策略的基础上,提高了学生的阅读理解能力;其次,大多数学生都可以使用一些阅读策略,主要是浏览和猜测词汇的意义,提高阅读能力;第三,学生对阅读策略的态度改变,并开始在阅读策略的帮助下更加自信。此次行动研究也给作者一些启示:一,提高学生的阅读策略意识能够提高学生的阅读能力。二,采取恰当的基于阅读策略的教学,提高学生对阅读策略的运用能力。三,关注学生在阅读策略指导过程中的反应,通过学生的反馈和教师自我反思提高教学的有效性。
[Abstract]:Modern language teaching theory holds that ensuring sufficient comprehensible language input is the primary condition for language learning. English reading is considered to be one of the major sources of comprehensible input in the four skills of listening, speaking, reading and writing. In China, most of the English language and cultural knowledge is obtained through reading English materials. However, the students lack the natural language environment and the English reading ability is not good enough, because there is no instruction in English teaching based on learning strategies. Students' ability to use reading strategies is also weak. Weave Cohenn 1994) puts forward a comprehensive teaching model of strategy training. The integration of learning strategy training into foreign language teaching and learning is a learner-centered teaching method. The explicit or implicit strategies in strategy training are incorporated into the contents of classroom teaching. This paper investigates the effectiveness of English teaching based on learning strategies in reading teaching. Using the action research method, the author formulates four stages of teaching action research. In the teaching experiment, the subjects were students from a junior middle school class in Guanshan Lake District, Guiyang City. Tools and tools such as language testing and teaching feedback and reflection are used to collect information and data before and after training to identify problems and corresponding solutions. The results show that students' reading comprehension ability is improved on the basis of reading classroom teaching strategies. Secondly, most students can use some reading strategies, mainly to browse and guess the meaning of vocabulary to improve their reading ability; Thirdly, students' attitudes towards reading strategies change and they begin to feel more confident with the help of reading strategies. Improving students' sense of reading strategy can improve students' reading ability. Second, we should adopt appropriate teaching based on reading strategies to improve students' ability to use reading strategies. Attention is paid to the students' reaction in the process of reading strategy guidance, and the effectiveness of teaching is improved through students' feedback and teachers' self-reflection.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【共引文献】