支架理论在中职英语阅读教学中的应用
发布时间：2018-10-08 15:39
【摘要】：阅读教学是高中英语教学的重要组成部分,高中新课程标准强调了英语阅读能力培养的重要性,但目前的英语阅读教学现状仍存在不足之处。如:缺乏兴趣动力,缺乏词汇知识,缺乏背景知识,缺乏阅读技巧等。在以学生为中心的课堂教学模式下,教师应该积极探索,在阅读课上指导学生进行阅读并帮助他们积极地加入教学活动中。作为外语教学的理论之一,支架式教学的理论在课堂教学实践中得到了高度地关注。支架式教学模式是支架理论在教学领域中的具体运用,它源于维果茨基的“最近发展区”理论,充分考虑了学生的个体差异性,是通过为学生搭建一套恰当的辅助框架,借助具体语言情景,帮助学生完成学习任务,实现对知识意义的建构。在完成学习任务同时能力也得到提高,最后撤掉支架,使学生自己能够独立地解决问题。支架式阅读教学模式把阅读任务分解成搭建支架、进入情境、独立探索、合作学习、小组评价五部分,按照学生智力和理解能力的“最近发展区”,为学生搭建适时的“脚手架”,把阅读过程中复杂的任务加以分解,提高了学生英语阅读理解能力,为中职教师组织英语阅读教学提供了很好的指导作用。本研究包含三个研究问题:1)支架式教学法在中职英语阅读课堂上的应用是否能提高学生的阅读能力?2)支架式教学法在中职英语阅读课堂上的应用是否影响学生的阅读策略?3)学生对阅读课上的支架式教学法有什么样的反馈?.笔者从金昌市职业学校选取二年级的两个平行班作为研究对象,分别作为实验班和控制班。教学实验从2013年9月开始,到2014年1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,以研究基于支架理论的教学法在中职英语阅读课堂上的可行性。实验研究表明:支架式教学法可以让学生在自由轻松的环境下提高英语学习兴趣,它改善了学生阅读方面的技能,培养了学生自主运用语言的能力,是一种受学生欢迎的教学方法。
[Abstract]:Reading teaching is an important part of English teaching in senior high school. The new curriculum standard of senior high school emphasizes the importance of training English reading ability, but the present situation of English reading teaching still has some shortcomings. For example: lack of interest motivation, lack of vocabulary knowledge, lack of background knowledge, lack of reading skills. In the student-centered classroom teaching mode, teachers should actively explore, guide students to read in reading class and help them to actively participate in teaching activities. As one of the theories of foreign language teaching, the theory of scaffolding teaching has been highly concerned in classroom teaching practice. The scaffold teaching model is the concrete application of the scaffold theory in the teaching field. It originates from Vygotsky's theory of "the proximal development zone" and fully considers the individual difference of the students. It is through the establishment of a suitable auxiliary framework for the students. With the help of specific language situations, help students to complete their learning tasks, to achieve the construction of the meaning of knowledge. At the same time, the ability of learning task is improved. Finally, the scaffold is removed so that students can solve problems independently. The scaffolding reading teaching model decomposes the reading task into five parts: the scaffolding, the situation, the independent exploration, the cooperative learning and the group evaluation, according to the "proximal development area" of the students' intelligence and comprehension ability. The scaffolding is set up for the students, which decomposes the complicated tasks in the reading process, improves the students' reading comprehension ability, and provides a good guidance for the teachers in the secondary vocational school to organize the English reading teaching. This study contains three questions: 1) can the application of the scaffolding approach in the secondary vocational English reading class improve the students' reading ability? 2) does the application of scaffolding teaching method in secondary vocational English reading classroom affect students' reading strategies? 3) what kind of feedback does the student have on the scaffolding teaching method in reading class? . The author selects two parallel classes of grade two from Jinchang Vocational School as the object of study, respectively as the experimental class and the control class. The teaching experiment began in September 2013 and ended in January 2014 for four months. The author collects the experimental data by means of tests, questionnaires and interviews, and analyzes the data through the SPSS statistical software, in order to study the feasibility of the teaching method based on the scaffolding theory in the secondary vocational English reading class. Experimental research shows that the scaffolding teaching method can increase students' interest in English learning in a free and relaxed environment. It improves students' reading skills and fosters students' ability to use language autonomously. It is a popular teaching method for students.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
[Abstract]:Reading teaching is an important part of English teaching in senior high school. The new curriculum standard of senior high school emphasizes the importance of training English reading ability, but the present situation of English reading teaching still has some shortcomings. For example: lack of interest motivation, lack of vocabulary knowledge, lack of background knowledge, lack of reading skills. In the student-centered classroom teaching mode, teachers should actively explore, guide students to read in reading class and help them to actively participate in teaching activities. As one of the theories of foreign language teaching, the theory of scaffolding teaching has been highly concerned in classroom teaching practice. The scaffold teaching model is the concrete application of the scaffold theory in the teaching field. It originates from Vygotsky's theory of "the proximal development zone" and fully considers the individual difference of the students. It is through the establishment of a suitable auxiliary framework for the students. With the help of specific language situations, help students to complete their learning tasks, to achieve the construction of the meaning of knowledge. At the same time, the ability of learning task is improved. Finally, the scaffold is removed so that students can solve problems independently. The scaffolding reading teaching model decomposes the reading task into five parts: the scaffolding, the situation, the independent exploration, the cooperative learning and the group evaluation, according to the "proximal development area" of the students' intelligence and comprehension ability. The scaffolding is set up for the students, which decomposes the complicated tasks in the reading process, improves the students' reading comprehension ability, and provides a good guidance for the teachers in the secondary vocational school to organize the English reading teaching. This study contains three questions: 1) can the application of the scaffolding approach in the secondary vocational English reading class improve the students' reading ability? 2) does the application of scaffolding teaching method in secondary vocational English reading classroom affect students' reading strategies? 3) what kind of feedback does the student have on the scaffolding teaching method in reading class? . The author selects two parallel classes of grade two from Jinchang Vocational School as the object of study, respectively as the experimental class and the control class. The teaching experiment began in September 2013 and ended in January 2014 for four months. The author collects the experimental data by means of tests, questionnaires and interviews, and analyzes the data through the SPSS statistical software, in order to study the feasibility of the teaching method based on the scaffolding theory in the secondary vocational English reading class. Experimental research shows that the scaffolding teaching method can increase students' interest in English learning in a free and relaxed environment. It improves students' reading skills and fosters students' ability to use language autonomously. It is a popular teaching method for students.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
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