支架式教学方法的运用对于高中英语教学的启示
发布时间：2018-10-09 07:11
【摘要】：我国新课程改革背景下的高中英语教学注重培养学生自主学习能力,这也成为教师更新教学理念和教学改革的目标。以认知发展和最近发展区理论为框架,以高中英语教师为研究对象,探究英语课堂师生互动中教师提问和反馈的支架搭建对学生自主习得语言的作用以及对今后高中英语教师教学的启示。结果表明,教师所运用的支架教学技巧可以促进学生自主习得语言的能力,并以此为基础展开对高中英语教学启示的讨论。
[Abstract]:Under the background of the new curriculum reform, English teaching in senior high schools pays attention to the cultivation of students' autonomous learning ability, which has become the goal for teachers to renew their teaching ideas and teaching reform. Taking the theory of cognitive development and the theory of proximal development area as the framework, and taking English teachers in senior high school as the research object, The purpose of this paper is to explore the role of teachers' questioning and feedback scaffolding in teacher-student interaction in English classroom for students' autonomous language acquisition and its implications for senior high school English teachers' teaching in the future. The results show that the scaffold teaching techniques used by teachers can promote students' ability of autonomous language acquisition, and discuss the implications for senior English teaching.
【作者单位】： 长春师范大学外语学院;东北师范大学教育学部;
【基金】：吉林省2014年度社会科学基金项目“英语专业精读课堂交际活动中教师及同伴支架作用研究”(项目编号:2014B227) 吉林省教育厅2014年度基金项目“社会认知语言学观照下的大学英语网络教学模式新趋势研究”(项目编号:[2014]第121号)
【分类号】：G633.41
[Abstract]:Under the background of the new curriculum reform, English teaching in senior high schools pays attention to the cultivation of students' autonomous learning ability, which has become the goal for teachers to renew their teaching ideas and teaching reform. Taking the theory of cognitive development and the theory of proximal development area as the framework, and taking English teachers in senior high school as the research object, The purpose of this paper is to explore the role of teachers' questioning and feedback scaffolding in teacher-student interaction in English classroom for students' autonomous language acquisition and its implications for senior high school English teachers' teaching in the future. The results show that the scaffold teaching techniques used by teachers can promote students' ability of autonomous language acquisition, and discuss the implications for senior English teaching.
【作者单位】： 长春师范大学外语学院;东北师范大学教育学部;
【基金】：吉林省2014年度社会科学基金项目“英语专业精读课堂交际活动中教师及同伴支架作用研究”(项目编号:2014B227) 吉林省教育厅2014年度基金项目“社会认知语言学观照下的大学英语网络教学模式新趋势研究”(项目编号:[2014]第121号)
【分类号】：G633.41
【相似文献】
相关期刊论文 前10条
1 王宇;;支架式教学模式在大学英语写作教学中的运用[J];佳木斯教育学院学报;2012年02期
2 顾红霞;张世成;;搭建教学支架,促进学生“生长”[J];湖南中学物理;2011年03期
3 金世余;;支架式教学模式与音乐教学[J];艺术研究;2006年02期
4 张明芳;周晶志;;建构主义教学模式中支架式教学及对外语写作教学的启示[J];江西教育学院学报(社会科学);2006年04期
5 贲培云;;网络环境下的支架式教学[J];科技资讯;2007年18期
6 刘然;张玲;陈晓艳;;支架式教学的优势和挑战——“教师主导学生主体”关系新探[J];陕西教育(高教版);2008年11期
7 顾赤;;大学英语教学与支架式教学模式[J];湖北经济学院学报(人文社会科学版);2008年02期
8 陈雨宇;;支架式教学模式在大学英语听力教学中的应用研究[J];中国电力教育;2008年18期
9 张艳;姚梅林;;支架式教学在写作中的有效应用[J];语文建设;2009年10期
10 倪s，
本文编号：2258429
本文链接：https://www.wllwen.com/jiaoyulunwen/chuzhongjiaoyu/2258429.html
