农村初中小班化英语阅读教学模式的有效性研究

发布时间：2019-01-01 22:03

【摘要】：目前,国内很多地区的中小学校都在积极地开展小班化教学,小班化思想对于提升教学理念,优化教学策略等产生了实质性的变化。我国的很多农村学校因为各种因素导致生源不足,班级内部学生的数目自然减少,也形成了小班化教学,因此农村学校小班化教学现状的成因有别于大多数城市学校的人为小班化,这恰恰也是目前农村教育教学的客观现实状况。由于距离城市较远,农村学校的这种自然小班化教学现状也不易被大多数学者所关注。笔者查阅并梳理以往的文献资料后,发现大部分面向小班化教育教学的探究都是针对一些城区学校或者一部分发达地区的农村学校而展开的。针对经济尚不发达的偏远乡村地区的自然小班化教学研究却微乎其微,所以此项研究在提高乡村学校的教学质量上有着重要的现实意义。该项研究主要通过行动研究法、文献研究法、一线教学实验法、问卷调查法探讨了小班化教学特色在农村初中英语阅读教学中的有效开展。笔者先对抚松地区砬子河学校八年级的45位同学进行了问卷调查,借此了解了学生的阅读现状,又通过查阅、整理文献,给农村学校小班化英语阅读教学模式的有效性研究提供了有力的理论支撑。同时归纳提炼出关于小班化英语阅读教学的研究成果,进而设计出小班化英语阅读教学模式的实施步骤,为了证实这些方案的有效性,笔者在砬子河学校八年级实验班进行了小班化英语阅读教学实验,即在阅读过程中体现小班化特色：1.更加凸显学生的主体地位。2.给更多学生选择的机会。3.给学生更多合作的空间和时间。经过半年的英语阅读教学实验,笔者先通过实验后学生的阅读测试成绩统计对比反馈实验效果,又通过访谈发现实验班大部分学生的英语阅读能力都有了一定程度的提升。因此笔者得出如下结论：1.小班化英语阅读教学模式有利于激发学生英语阅读兴趣、改进阅读策略并养成良好的阅读习惯。2.小班化英语阅读教学模式提高了学生的英语阅读成绩。3.小班化英语阅读教学模式的实施提高了学生的英语阅读水平。最后,笔者认真分析在课题实施中存在的问题及成因,并且提出与之对应的改进建议：1.关注学生情绪,搭建师生情感互动的平台。2.改进阅读方法,实现有效阅读。3.实现英语课外阅读课内化,调动学生阅读的积极性。
[Abstract]:At present, primary and secondary schools in many areas of our country are actively carrying out small-class teaching, and the thought of small-class teaching has produced substantial changes in improving teaching concepts and optimizing teaching strategies. In many rural schools in our country, due to various factors, there is a shortage of students, and the number of students in the class naturally decreases, thus forming a small class teaching. Therefore, the causes of small-class teaching in rural schools are different from those in most urban schools, which is also the objective reality of rural education and teaching. Because of the distance from the city, the present situation of the natural small class teaching in rural schools is not easy to be concerned by most scholars. After reviewing and combing the previous literature, the author finds that most of the exploration of teaching for small class education is aimed at some urban schools or some rural schools in developed areas. The study of natural small class teaching in remote rural areas is very small, so this study has important practical significance in improving the teaching quality of rural schools. This research mainly through the action research method, the literature research method, the first-line teaching experiment method, the questionnaire method discussed the small class teaching characteristic in the countryside junior middle school English reading teaching effective development. The author first conducted a questionnaire survey on 45 students in Grade 8 of the Lazi River School in Fusong area, in order to understand the current situation of students' reading, and then through consulting, sorting out the literature. It provides a powerful theoretical support for the study of the effectiveness of the small class English reading teaching model in rural schools. At the same time, it summarizes and extracts the research results of small class English reading teaching, and then designs the implementation steps of small class English reading teaching model, in order to verify the effectiveness of these programs. The author carried out small class English reading teaching experiment in the eighth grade experimental class of Lazihe School, that is to say, the characteristics of small class reading are embodied in the process of reading: 1. More prominent student's main position. 2. Give more students a choice. 3. Give students more space and time to cooperate. After half a year's English reading teaching experiment, the author first compares the results of the experiment with the students' reading test scores, and finds that most of the students in the experimental class have improved their English reading ability to a certain extent. Therefore, the author draws the following conclusions: 1. Small class English reading teaching model is helpful to stimulate students' interest in English reading, improve reading strategies and develop good reading habits. 2. Small class English reading teaching mode has improved the students' English reading scores. 3. 3. The implementation of small class English reading teaching mode has improved the students' English reading level. Finally, the author carefully analyzes the problems and causes in the implementation of the project, and puts forward corresponding suggestions for improvement: 1. Pay attention to students' emotion, build the platform of teacher-student emotional interaction. 2. Improve reading methods to achieve effective reading. 3. To realize the internalization of English reading outside class and arouse the students' enthusiasm of reading.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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