支架式教学在缓解高中生英语阅读焦虑中的应用研究
发布时间：2018-12-21 15:19
【摘要】：阅读既是学生获得信息的有效工具,又是发展学生综合语言能力的重要桥梁。提高学生的阅读能力是英语教学的目标之一。然而在目前的高中英语阅读教学中,由于受应试教育的影响,大多数教师只重视学生英语阅读成绩的提高,而忽略了对学生阅读能力的培养。更严重的是,一些教师忽略了学生在阅读学习过程中的心理问题。实际上,英语阅读焦虑普遍存在于学生的阅读过程中,影响着学生的阅读成绩。如何缓解这种焦虑是一亟待解决的问题。尽管学生的英语阅读焦虑问题已经引起很多英语教育工作者的注意,目前的相关研究仅停留在理论方面。多数研究虽已从理论层面证明英语阅读焦虑会对学生的阅读成绩产生消极影响,但关于探索阅读焦虑和阅读教学法两者关系的实证研究却少之又少。因此,本研究试图将一种有效的教学方法──支架式教学法应用于高中英语阅读教学中,并探索其对缓解学生英语阅读焦虑的有效性。在本研究中,笔者以唐河县第一高级中学的两个自然班为被试展开实证研究。实验过程中,实验班采用支架式教学法进行阅读教学,而控制班仍采用传统的阅读教学法。本研究试图回答以下问题:1.高中生的英语阅读焦虑程度如何?2.英语阅读焦虑如何影响学生的阅读成绩?3.如何利用支架式教学缓解学生的英语阅读焦虑?实验进行了三个月,以问卷调查,访谈,测试等为实验工具。实验结束后,笔者用SPSS对收集的数据进行分析、对比。结果表明,实验结束后,实验班学生的英语阅读焦虑程度比控制班学生低。另外,和控制班学生相比,实验班学生在后测时取得了更大的进步。因此本研究表明,高中生的确有着不同程度的英语阅读焦虑;支架式教学能够有效缓解学生的焦虑,并提高学生的英语阅读成绩。综上所述,本文从新的角度对支架式教学在缓解高中生英语阅读焦虑中的应用进行研究。根据研究,笔者最后得出结论,支架式教学不但能够有效地缓解学生英语阅读焦虑,而且可以显著地提高学生的英语阅读成绩。因此,支架式教学可以被应用于高中英语阅读教学中,帮助学生解决这一心理问题。但由于笔者自身的知识和能力有限,研究中仍存在许多问题,今后需要更多深入的研究。最后,笔者对英语阅读教学以及以后相关的研究提出了一些建议。
[Abstract]:Reading is not only an effective tool for students to obtain information, but also an important bridge to develop students' comprehensive language ability. Improving students' reading ability is one of the goals of English teaching. However, due to the influence of examination-oriented education, most teachers only pay attention to the improvement of students' English reading performance, but neglect the cultivation of students' reading ability in the current English reading teaching in senior high schools. More seriously, some teachers ignore the students' psychological problems in reading. In fact, English reading anxiety generally exists in students' reading process and affects their reading performance. How to alleviate this anxiety is a problem to be solved. Although the problem of English reading anxiety has attracted the attention of many English educators, the current research only focuses on theory. Although most studies have theoretically proved that English reading anxiety has a negative impact on students' reading performance, there are few empirical studies on the relationship between reading anxiety and reading teaching methods. Therefore, this study attempts to apply an effective teaching method, the scaffolding approach, to high school English reading teaching and to explore its effectiveness in alleviating students' English reading anxiety. In this study, the author conducted an empirical study on two natural classes in Tanghe No. 1 Senior Middle School. In the course of the experiment, the experimental class adopts the scaffold teaching method, while the control class still adopts the traditional reading teaching method. This study attempts to answer the following questions: 1. What is the anxiety level of English reading in high school students? 2. How does English reading anxiety affect students' reading scores? How to use scaffolding teaching to relieve students' reading anxiety? The experiment was conducted for three months, with questionnaire, interview, test and so on as the experimental tool. After the experiment, the author analyzed and compared the collected data with SPSS. The results showed that after the experiment, the students' reading anxiety was lower in the experimental class than that in the control class. In addition, compared with the control class, the experimental class made more progress in the post-test. Therefore, this study shows that high school students do have different degrees of English reading anxiety, and scaffolding teaching can effectively alleviate students' anxiety and improve students' English reading scores. To sum up, this paper studies the application of scaffolding teaching in relieving English reading anxiety of senior high school students from a new perspective. According to the research, the author concludes that the scaffolding teaching can not only relieve the students' English reading anxiety, but also improve the students' English reading scores. Therefore, scaffolding teaching can be used in high school English reading teaching to help students solve this psychological problem. However, due to the limited knowledge and ability of the author, there are still many problems in the research, and more in-depth research is needed in the future. Finally, the author puts forward some suggestions on English reading teaching and related research.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
[Abstract]:Reading is not only an effective tool for students to obtain information, but also an important bridge to develop students' comprehensive language ability. Improving students' reading ability is one of the goals of English teaching. However, due to the influence of examination-oriented education, most teachers only pay attention to the improvement of students' English reading performance, but neglect the cultivation of students' reading ability in the current English reading teaching in senior high schools. More seriously, some teachers ignore the students' psychological problems in reading. In fact, English reading anxiety generally exists in students' reading process and affects their reading performance. How to alleviate this anxiety is a problem to be solved. Although the problem of English reading anxiety has attracted the attention of many English educators, the current research only focuses on theory. Although most studies have theoretically proved that English reading anxiety has a negative impact on students' reading performance, there are few empirical studies on the relationship between reading anxiety and reading teaching methods. Therefore, this study attempts to apply an effective teaching method, the scaffolding approach, to high school English reading teaching and to explore its effectiveness in alleviating students' English reading anxiety. In this study, the author conducted an empirical study on two natural classes in Tanghe No. 1 Senior Middle School. In the course of the experiment, the experimental class adopts the scaffold teaching method, while the control class still adopts the traditional reading teaching method. This study attempts to answer the following questions: 1. What is the anxiety level of English reading in high school students? 2. How does English reading anxiety affect students' reading scores? How to use scaffolding teaching to relieve students' reading anxiety? The experiment was conducted for three months, with questionnaire, interview, test and so on as the experimental tool. After the experiment, the author analyzed and compared the collected data with SPSS. The results showed that after the experiment, the students' reading anxiety was lower in the experimental class than that in the control class. In addition, compared with the control class, the experimental class made more progress in the post-test. Therefore, this study shows that high school students do have different degrees of English reading anxiety, and scaffolding teaching can effectively alleviate students' anxiety and improve students' English reading scores. To sum up, this paper studies the application of scaffolding teaching in relieving English reading anxiety of senior high school students from a new perspective. According to the research, the author concludes that the scaffolding teaching can not only relieve the students' English reading anxiety, but also improve the students' English reading scores. Therefore, scaffolding teaching can be used in high school English reading teaching to help students solve this psychological problem. However, due to the limited knowledge and ability of the author, there are still many problems in the research, and more in-depth research is needed in the future. Finally, the author puts forward some suggestions on English reading teaching and related research.
【学位授予单位】：河南大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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