支架教学模式在农村高中英语阅读教学中的实验研究
发布时间：2018-09-14 21:10
【摘要】：阅读是学习英语的一个重要途径,阅读能力也是一种基本能力。由于传统教学观念和其他因素的影响,目前农村高中英语阅读教学仍以教师讲解,学生笔记为主,学生缺乏阅读实践,英语兴趣低下。尽管大部分高中英语教师已经充分意识到阅读教学的重要性,目前高中英语阅读课堂教学大多数采用的还是传统阅读教学模式。这种模式的弊端在于过分强调文章中语法、词汇和表层意思的讲解,而忽略了学生的最近发展区和文化背景的渗透。然而,由于缺乏相关的背景知识和阅读策略,高中学生在阅读一些材料时经常会遇到困难。这导致很多学生虽然付出很多努力,但他们的英语阅读能力并无明显提高。因此解决怎样提高农村高中生英语阅读能力的问题已刻不容缓。针对农村英语阅读教学现状,笔者根据自己的亲身经历,从学生的实际出发,在已有研究的基础上,探索如何将“支架式”教学模式应用于高中英语阅读教学,分析和讨论高中英语阅读教学中“支架式”教学模式的应用方法,进而论证该模式的有效性。“支架式”教学模式是建构主义理念下的核心教学模式之一,它的提出基于苏联著名心理学家维果茨基的“最近发展区”理论,通过为学生搭建一套恰当的辅助框架及情景帮助学生完成学习任务。支架式阅读教学模式,提倡以教师为指导,以学生为中心的学习,以搭建脚手架、进入情境、独立探索、合作学习、小组评价为基本程序,把阅读过程中一系列较难的任务有层次的加以分解,按照学生理解能力和智力的“最近发展区”,为学生搭建一个现实发展水平与潜在发展水平的桥梁,实现对知识意义的构建及阅读能力的改善。提高学生英语阅读理解能力和自主学习能力,引导学生向更高的水平发展。为高中教师组织英语阅读课提供了很好的指导作用。本研究包含三个研究问题:1)“支架式”教学模式的应用是否有利于学生英语阅读能力的提高?2)“支架式”教学模式的应用是否有助于提高学生英语阅读的自主学习能力?3)“支架式”教学模式的应用是否有利于激发学生的英语阅读兴趣?本研究从兴国平川中学高二年级选取了两个同层次班级作为实验主体,分别作为实验班和控制班。两个班的男女比例、课堂纪律、学习成绩等方面都比较接近。教学实验从2014年7月开始,到2014年11月结束,为期四个月。笔者借助测试、问卷以及访谈的方式来收集实验数据,通过SPSS统计软件对数据进行分析,分析结果证明了“支架式”教学模式在农村高中英语阅读课堂中应用的有效性,提高了学生在英语阅读课堂中的自主学习能力,增强了学生的英语学习兴趣和自信,是一种深受师生欢迎的教学模式。
[Abstract]:Reading is an important way to learn English, and reading ability is also a basic ability. Due to the influence of traditional teaching concepts and other factors, the teaching of English reading in rural senior high schools is still based on teachers'explanation, students' notes, students'lack of reading practice and low interest in English. As far as the importance of reading teaching is concerned, the traditional teaching mode of reading is still adopted in the classroom teaching of English reading in senior high schools. The drawback of this mode lies in the over-emphasis on the explanation of grammar, vocabulary and surface meaning in the text, and the neglect of the infiltration of students'recent developmental areas and cultural backgrounds. It is urgent to solve the problem of how to improve the reading ability of rural high school students. In view of the current situation of rural English reading teaching, the author puts forward some suggestions. According to my own experience and on the basis of the students'actual conditions and the existing research, this paper explores how to apply the scaffolding teaching mode to the teaching of English reading in senior high schools, analyzes and discusses the application methods of the Scaffolding Teaching Mode in the teaching of English reading in senior high schools, and then demonstrates the effectiveness of this mode. Model is one of the core teaching modes under constructivism. It is based on Vygotsky's "Zone of Proximal Development" theory. It helps students accomplish their learning tasks by setting up a set of appropriate auxiliary frameworks and scenarios. Scaffolding reading teaching mode advocates teachers as the guide and students as the center. Heart learning, with scaffolding, situation entry, independent exploration, cooperative learning, group evaluation as the basic procedure, decomposes a series of difficult tasks in the reading process at different levels, and builds a bridge between the actual development level and the potential development level for students according to the "nearest development zone" of students'comprehension and intelligence. This research includes three research questions: 1) whether the application of scaffolding teaching model is beneficial to the development of students'English reading comprehension ability and autonomous learning ability, and to guide students to a higher level. To improve students'English reading ability? 2) Does the application of "scaffolding" teaching model help to improve students' English reading ability? 3) Does the application of "scaffolding" teaching model help stimulate students'interest in English reading? This study selected two classes of the same level from the sophomore year of Xingguo Pingchuan Middle School. The teaching experiment lasted for four months from July 2014 to November 2014. The author collected the experimental data by means of tests, questionnaires and interviews, and then entered the data through SPSS statistical software. The result of the analysis proves that the scaffolding teaching model is effective in rural senior high school English reading class, improves students'autonomous learning ability in English reading class, and enhances students' interest and self-confidence in English learning. It is a popular teaching model among teachers and students.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
[Abstract]:Reading is an important way to learn English, and reading ability is also a basic ability. Due to the influence of traditional teaching concepts and other factors, the teaching of English reading in rural senior high schools is still based on teachers'explanation, students' notes, students'lack of reading practice and low interest in English. As far as the importance of reading teaching is concerned, the traditional teaching mode of reading is still adopted in the classroom teaching of English reading in senior high schools. The drawback of this mode lies in the over-emphasis on the explanation of grammar, vocabulary and surface meaning in the text, and the neglect of the infiltration of students'recent developmental areas and cultural backgrounds. It is urgent to solve the problem of how to improve the reading ability of rural high school students. In view of the current situation of rural English reading teaching, the author puts forward some suggestions. According to my own experience and on the basis of the students'actual conditions and the existing research, this paper explores how to apply the scaffolding teaching mode to the teaching of English reading in senior high schools, analyzes and discusses the application methods of the Scaffolding Teaching Mode in the teaching of English reading in senior high schools, and then demonstrates the effectiveness of this mode. Model is one of the core teaching modes under constructivism. It is based on Vygotsky's "Zone of Proximal Development" theory. It helps students accomplish their learning tasks by setting up a set of appropriate auxiliary frameworks and scenarios. Scaffolding reading teaching mode advocates teachers as the guide and students as the center. Heart learning, with scaffolding, situation entry, independent exploration, cooperative learning, group evaluation as the basic procedure, decomposes a series of difficult tasks in the reading process at different levels, and builds a bridge between the actual development level and the potential development level for students according to the "nearest development zone" of students'comprehension and intelligence. This research includes three research questions: 1) whether the application of scaffolding teaching model is beneficial to the development of students'English reading comprehension ability and autonomous learning ability, and to guide students to a higher level. To improve students'English reading ability? 2) Does the application of "scaffolding" teaching model help to improve students' English reading ability? 3) Does the application of "scaffolding" teaching model help stimulate students'interest in English reading? This study selected two classes of the same level from the sophomore year of Xingguo Pingchuan Middle School. The teaching experiment lasted for four months from July 2014 to November 2014. The author collected the experimental data by means of tests, questionnaires and interviews, and then entered the data through SPSS statistical software. The result of the analysis proves that the scaffolding teaching model is effective in rural senior high school English reading class, improves students'autonomous learning ability in English reading class, and enhances students' interest and self-confidence in English learning. It is a popular teaching model among teachers and students.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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