高中英语阅读课课堂活动调查
发布时间：2020-10-20 19:36
当今,英语是使用范围最广的语言之一。随着英语在我国逐渐传播,学习英语变的非常重要。众所周知,阅读课是高中英语教学中的重要课型之一,同时,高中阶段是学生阅读能力提升的重要阶段。因此,构建以学生为主体的有效的英语阅读课堂活动教学体系已经成为英语阅读教学的主要手段。本文对英语阅读课课堂活动的研究背景及其目的进行了介绍,指出了课堂活动在高中英语教学中的必要性和重要性。鉴于课堂活动在英语课堂教学的重要性,我们有必要了解课堂活动是否得到重视,以及高中英语阅读课课堂活动的实施情况。因此本研究以牡丹江市第五高级中学240名学生和30名在职教师作为调查对象,采用调查问卷、访谈和课堂观察的研究方法,主要研究以下两个问题:(1)教师在阅读前、阅读中和阅读后阶段更倾向于使用哪种课堂活动形式?在阅读的三阶段中,学生更喜欢选择什么样的课堂活动形式?(2)英语课堂活动在设计、实施和评价方面的现状是什么样的?存在哪些问题?通过收集的资料和数据,笔者了解到教师和学生对英语阅读课课堂活动的认识。大部分教师和学生都非常重视课堂活动,他们认为课堂活动在英语教学中起着非常重要的作用。通过数据分析笔者发现教师在实施、设计和评价课堂活动中的现状以及存在的问题。如:活动的设计不够合理,学生的参与度低,学生不能充分表达情感等。针对这些问题,笔者提出了相应的建议:一是在设计课堂活动时,教师应该根据学生的喜好采用多种活动形式,活动内容与学生的生活应相关,并且活动之间应具有逻辑性。二是在实施课堂活动时,阅读前教师应清晰地向学生阐述活动规则。阅读中教师应合理分配活动时间,及时帮助有需要的学生,并传授阅读技巧。阅读后,教师应根据学生的表现进行及时的反馈。三是在评价课堂活动方面,教师要在课后进行反思并帮助学生在课上更好地表达情感。
【学位单位】：牡丹江师范学院
【学位级别】：硕士
【学位年份】：2019
【中图分类】：G633.41
【文章目录】：
摘要
Abstract
Abbreviation
Chapter1 Introduction
1.1 Research Background
1.2 Research Significance
1.3 The Structure of Research
Chapter2 Literature Review
2.1 Definition of Related Concepts
2.1.1 Reading
2.1.2 Classroom Activities
2.2 Theoretical Foundation
2.2.1 The Input Theory of Stephen Krashen
2.2.2 The Output Theory of Merrill Swain
2.3 Research on the Classroom Activities
2.3.1 Research on the Types of Classroom Activities in English Reading
2.3.1.1 Pre-reading Activities
2.3.1.2 While-reading Activities
2.3.1.3 Post-reading Activities
2.3.2 Research on the Classroom Activities Abroad
2.3.3 Research on the Classroom Activities in English Reading at Home
2.3.3.1 Previous Studies on the Significance of Classroom Activities
2.3.3.2 Previous Studies on the Design of Classroom Activities
2.3.3.3 Previous Studies on the Implementation of Classroom Activities
2.3.3.4 Previous Studies on the Evaluation of Classroom Activities
Chapter3 Research Design
3.1 Research Questions
3.2 Research Subject
3.3 Research Instruments and Methods
3.3.1 Questionnaire
3.3.2 Interview
3.3.3 Classroom Observation
3.4 Research Procedure
Chapter4 Results Analysis and Discussion
4.1 Analysis and Discussion of Questionnaires
4.1.1 Analysis and Discussion of Questionnaire for Teachers
4.1.2 Analysis and Discussion of Questionnaire for Students
4.2 Analysis and Discussion of Interviews
4.2.1 Analysis and Discussion of Interview for Teachers
4.2.2 Analysis and Discussion of Interview for Students
4.3 Analysis and Discussion of Classroom Observation
Chapter5 Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations
References
Acknowledgments
Appendix I Questionnaire for Teachers
Appendix II Questionnaire for Students
Appendix III Interviews for Teachers and Students
AppendixⅣ Codes of Transcription
Appendix V Classroom Observation
【参考文献】
本文编号：2849071
【学位单位】：牡丹江师范学院
【学位级别】：硕士
【学位年份】：2019
【中图分类】：G633.41
【文章目录】：
摘要
Abstract
Abbreviation
Chapter1 Introduction
1.1 Research Background
1.2 Research Significance
1.3 The Structure of Research
Chapter2 Literature Review
2.1 Definition of Related Concepts
2.1.1 Reading
2.1.2 Classroom Activities
2.2 Theoretical Foundation
2.2.1 The Input Theory of Stephen Krashen
2.2.2 The Output Theory of Merrill Swain
2.3 Research on the Classroom Activities
2.3.1 Research on the Types of Classroom Activities in English Reading
2.3.1.1 Pre-reading Activities
2.3.1.2 While-reading Activities
2.3.1.3 Post-reading Activities
2.3.2 Research on the Classroom Activities Abroad
2.3.3 Research on the Classroom Activities in English Reading at Home
2.3.3.1 Previous Studies on the Significance of Classroom Activities
2.3.3.2 Previous Studies on the Design of Classroom Activities
2.3.3.3 Previous Studies on the Implementation of Classroom Activities
2.3.3.4 Previous Studies on the Evaluation of Classroom Activities
Chapter3 Research Design
3.1 Research Questions
3.2 Research Subject
3.3 Research Instruments and Methods
3.3.1 Questionnaire
3.3.2 Interview
3.3.3 Classroom Observation
3.4 Research Procedure
Chapter4 Results Analysis and Discussion
4.1 Analysis and Discussion of Questionnaires
4.1.1 Analysis and Discussion of Questionnaire for Teachers
4.1.2 Analysis and Discussion of Questionnaire for Students
4.2 Analysis and Discussion of Interviews
4.2.1 Analysis and Discussion of Interview for Teachers
4.2.2 Analysis and Discussion of Interview for Students
4.3 Analysis and Discussion of Classroom Observation
Chapter5 Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations
References
Acknowledgments
Appendix I Questionnaire for Teachers
Appendix II Questionnaire for Students
Appendix III Interviews for Teachers and Students
AppendixⅣ Codes of Transcription
Appendix V Classroom Observation
【参考文献】
相关期刊论文 前2条
1 李常识;;高中英语阅读课读前准备活动的有效设计[J];教育教学论坛;2015年06期
2 葛炳芳;;高中英语阅读教学改进策略的思考[J];课程·教材·教法;2012年02期
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