高中英语阅读探究教学研究

发布时间：2018-05-29 18:18

本文选题：探究教学 + 阅读教学　；参考：《杭州师范大学》2015年硕士论文

【摘要】：2001年基础教育课程改革所提倡的“知识与技能、过程与方法、情感态度价值观”的三维目标体系以及“自主、合作、探究”的教学方式等新课程理念已经被得到广泛认同,对我国英语阅读教学实践产生了重要影响。然而,现实的英语阅读教学中,教师仍持有灌输主义教学观,问题表征为技术式的理性旨趣、机械化的训练模式、单向度的文化创设、局限性的学习内容以及单一型的评价反思,这些问题的症结根源是知识灌输论。基于知识灌输的教学将英语知识与交往和文化情境脱离,与学生生活割裂,与教师经验和知识分离,造成了死板被动的讲授教学。相反,英语阅读探究教学持有动态的知识观,注重知识的变化与生成,并紧密将英语知识与文本、社会和文化有机联系。英语阅读探究教学过程中把知识的问题转化为阅读问题,再把阅读问题转化为学生生活问题,全面体现出学生的主体地位。阅读探究教学中,教师运用设问质疑、合作对话、批判反思以及分享交流等探究方法作为学生理解文本、建构知识、体验文化的重要途径,从而激发学生文本阅读的兴趣;发展学生个性思维和批判精神及提高学生的文化意识和人文素养。研究从四个部分对高中英语阅读探究教学进行了论述,具体如下:第一部分阐明研究的缘起、思路和方法,并对英语探究教学的国内外相关文献进行综述分析,从而了解目前英语阅读探究教学的发展现状。第二部分通过学生的问卷调查、教师的实际访谈和课堂观察,对高中英语阅读教学做了实际调查,对结果进行了深入的探析。总结出了目前高中英语阅读教学的问题表征:技术式的理性旨趣、机械化的训练模式、单向度的文化创设、局限性的学习内容以及单一型的评价反思,并在此基础上揭示了高中阅读教学的问题根源。第三部分整体建构了高中英语阅读探究教学的理论框架。基于英语阅读知识与文本、社会及文化的三个维度,高中英语阅读探究教学的内涵体现为:理解即探究,对话即探究,体验即探究。通过文本的理解和建构、主体的对话和交流、文化的感知和体验去实现高中英语阅读探究教学价值:激发学生文本阅读的兴趣;发展学生个性思维和批判精神及提高学生的文化意识和人文素养。同时通过教育学、心理学、哲学及语言学四个方面对英语阅读探究教学做了理论基础的概述。第四部分主要探讨了实现高中英语阅读探究教学的主体、内容和方法。英语探究教学的主体包括能动的创造者—学生以及知识的引导者—教师。阅读探究的内容则表现为:统整生活的文本问题、开发协商的对话主题以及多元的文化情境。设问质疑、合作对话、批判反思和分享交流等探究方法,为英语阅读探究教学的具体实施提供了一定的参考和借鉴。最后列举了具体的高中英语阅读探究教学案例,并对其做出分析总结。
[Abstract]:The concept of "knowledge and skills, process and method, emotional attitude and values" advocated by the curriculum reform of basic education in 2001 and the new curriculum concept of "independence, cooperation and inquiry" have been widely accepted. It has an important influence on the practice of English reading teaching in China. However, in the real English reading teaching, teachers still hold the indoctrination teaching view, the problem is expressed as the rational purport of technology, the mechanized training model, the creation of unidirectional culture. The crux of these problems is the theory of knowledge indoctrination. Teaching based on knowledge indoctrination separates English knowledge from communication and cultural situation, separates English knowledge from students' life and teacher's experience and knowledge, and results in rigid and passive teaching. On the contrary, English reading inquiry teaching holds a dynamic view of knowledge, pays attention to the change and generation of knowledge, and closely links English knowledge with text, society and culture. In the process of English reading inquiry teaching, the problem of knowledge is transformed into the problem of reading, and then the question of reading is transformed into the problem of students' life, which reflects the students' main position in an all-round way. In reading inquiry teaching, teachers use inquiry methods such as questioning, cooperative dialogue, critical reflection and sharing communication as an important way for students to understand text, construct knowledge and experience culture, thus arousing students' interest in text reading. Develop students' personality thinking and critical spirit and improve students' cultural consciousness and humanistic accomplishment. The study discusses the teaching of English reading inquiry teaching in senior high school from four parts. The first part illustrates the origin, ideas and methods of the study, and summarizes and analyzes the relevant literature on English inquiry teaching at home and abroad. In order to understand the current development of English reading inquiry teaching. In the second part, through the questionnaire survey of students, teachers' actual interview and classroom observation, the author makes a practical investigation on the teaching of English reading in senior high school, and makes a deep analysis of the results. This paper summarizes the problems in English reading teaching in senior high school: the rational purport of technology, the mechanized training mode, the cultural creation of unidirectional degree, the limited learning content and the reflection of the single type of evaluation. On this basis, it reveals the root causes of the problems in senior high school reading teaching. The third part constructs the theoretical framework of English reading inquiry teaching in senior high school. Based on the three dimensions of English reading knowledge and text, society and culture, the connotation of English reading inquiry teaching in senior high school is: understanding is inquiry, dialogue is inquiry, experience is inquiry. Through the understanding and construction of the text, the dialogue and communication of the subject, the perception and experience of culture to realize the teaching value of English reading inquiry in senior high school: to stimulate the students' interest in text reading; Develop students' personality thinking and critical spirit and improve students' cultural consciousness and humanistic accomplishment. At the same time, through pedagogy, psychology, philosophy and linguistics four aspects of English reading inquiry teaching theory. The fourth part mainly discusses the main body, content and method of English reading inquiry teaching in senior high school. The main body of English inquiry teaching includes active creators-students and knowledge guides-teachers. The content of reading inquiry is as follows: the text of the whole life, the dialogue theme of development and negotiation, and the pluralistic cultural situation. The inquiry methods, such as questioning, cooperative dialogue, critical reflection and sharing communication, provide a certain reference for the implementation of English reading inquiry teaching. In the end, the author enumerates specific cases of English reading inquiry teaching in senior high school, and makes an analysis and summary of them.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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