ESA教学模式在高中英语阅读中的实证研究
发布时间：2021-08-30 23:20
阅读不仅是一种重要的外语学习手段,也是外语教学的重要目标之一。因此在整个高中英语教学中英语阅读占据很大比重,尽管教和学双方都对阅读极为重视,然而阅读教学效果却不太理想。教师通常先讲解单词,接着重难点句子再到篇章阅读;注重知识点的讲解,训练学生的语言知识,往往忽视了对学生阅读兴趣和阅读能力的培养,导致学生被动地完成教师给的阅读任务,阅读兴趣缺失,阅读能力也得不到提高。这是由于当前高中英语阅读教学模式的单一性和可预见性造成的,鉴于此现象,本文将E（Engage）-S（Study）-A（Activate）教学模式运用于高中英语阅读教学,以期对高中生英语阅读有所帮助。英国教育家哈默（1998）在其著作《How to Teach English》中首次提出了ESA教学模式,指出英语课堂教学有三个最基本的要素:投入（Engage）,学习（Study）,运用（Activate）三要素。同时,他还解释了ESA教学模式优于其他教学模式的原因:阅读教学模式的灵活多变性。通过对投入、学习、运用这三个最基本要素之间顺序的巧妙变换组合而成的三种不同的课型:直线型、反弹型和杂拼型。即教师在教学中不拘泥于传统教学模...
【文章来源】：五邑大学广东省
【文章页数】：98 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract (Chinese)
Abstract (English)
List of abbreviations
Chapter One Introduction
1.1 Research background
1.2 Purpose of the research
1.3 Research significance
1.3.1 Theoretical significance
1.3.2 Practical significance
1.4 Organization of the thesis
Chapter Two Literature Review
2.1 Introduction to ESA teaching model
2.1.1 Three elements of ESA teaching model
2.1.2 Three types of lesson sequences of ESA teaching model
2.1.3 The main characteristics of ESA teaching model
2.2 Researches on ESA teaching model abroad and at home
2.2.1 Researches on ESA teaching model abroad
2.2.2 Researches on ESA teaching model at home
Chapter Three Theoretical Basis
3.1 Schema theory
3.2 Learning theory of constructivism
3.3 Bruner’ s cognitive discovery learning theory
Chapter Four Research Design and Methodology
4.1 Research questions
4.2 Research subjects
4.3 Research design
4.4 Research instruments
4.4.1 Questionnaires
4.4.2 Tests
4.4.3 Interviews
4.5 Research procedures
4.5.1 Research plan
4.5.2 Teaching in the control class
4.5.3 Teaching in the experimental class
4.6 Data collection
Chapter Five Data Analysis and Discussion
5.1 Analysis of the pre-test and post test results
5.1.1 Results and analysis of pre-test
5.1.2 Results and analysis of post-test
5.1.3 Discussion
5.2 Analysis of questionnaires
5.2.1 Students’ interest in English reading before experiment
5.2.2 Students’ interest in English reading after experiment
5.2.3 Discussion
5.3 Other feedback about ESA teaching model
5.3.1 Interview analysis
5.3.2 Questionnaire about students’ opinions on ESA teaching model
5.3.3 Discussion
Chapter Six Conclusion
6.1 Major findings
6.2 Implications
6.3 Limitations
6.4 Suggestions
References
Appendix Ⅰ:Questionnaire
Appendix Ⅱ:Questionnaire
Appendix Ⅲ:Pre-test Paper
Appendix IV:Post-test Paper
Appendix Ⅴ
作者简历及攻读硕士学位期间取得的研究成果
本文编号：3373701
【文章来源】：五邑大学广东省
【文章页数】：98 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract (Chinese)
Abstract (English)
List of abbreviations
Chapter One Introduction
1.1 Research background
1.2 Purpose of the research
1.3 Research significance
1.3.1 Theoretical significance
1.3.2 Practical significance
1.4 Organization of the thesis
Chapter Two Literature Review
2.1 Introduction to ESA teaching model
2.1.1 Three elements of ESA teaching model
2.1.2 Three types of lesson sequences of ESA teaching model
2.1.3 The main characteristics of ESA teaching model
2.2 Researches on ESA teaching model abroad and at home
2.2.1 Researches on ESA teaching model abroad
2.2.2 Researches on ESA teaching model at home
Chapter Three Theoretical Basis
3.1 Schema theory
3.2 Learning theory of constructivism
3.3 Bruner’ s cognitive discovery learning theory
Chapter Four Research Design and Methodology
4.1 Research questions
4.2 Research subjects
4.3 Research design
4.4 Research instruments
4.4.1 Questionnaires
4.4.2 Tests
4.4.3 Interviews
4.5 Research procedures
4.5.1 Research plan
4.5.2 Teaching in the control class
4.5.3 Teaching in the experimental class
4.6 Data collection
Chapter Five Data Analysis and Discussion
5.1 Analysis of the pre-test and post test results
5.1.1 Results and analysis of pre-test
5.1.2 Results and analysis of post-test
5.1.3 Discussion
5.2 Analysis of questionnaires
5.2.1 Students’ interest in English reading before experiment
5.2.2 Students’ interest in English reading after experiment
5.2.3 Discussion
5.3 Other feedback about ESA teaching model
5.3.1 Interview analysis
5.3.2 Questionnaire about students’ opinions on ESA teaching model
5.3.3 Discussion
Chapter Six Conclusion
6.1 Major findings
6.2 Implications
6.3 Limitations
6.4 Suggestions
References
Appendix Ⅰ:Questionnaire
Appendix Ⅱ:Questionnaire
Appendix Ⅲ:Pre-test Paper
Appendix IV:Post-test Paper
Appendix Ⅴ
作者简历及攻读硕士学位期间取得的研究成果
本文编号：3373701
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