导学案对高中生英语自主阅读能力的影响研究
发布时间：2024-03-10 22:51
阅读能力是英语学习者需要具备的重要能力之一。2003年,《普通高中英语课程标准》提出“优化学习方式,提高自主学习能力”的理念,同时在阅读教学的要求中提出“高中英语阅读教学的根本任务是培养学生的英语自主阅读能力”。近年来,不断有学者为培养高中生自主阅读能力献计献策,然而我国大部分地区学生的自主阅读能力仍不乐观。导学案是教师为了引导学生自主学习,依据教学实际而编制的学习方案。运用导学案进行教学是我国本土化的教育创新,该模式转变了以教师为主导的传统,并且由于其契合了新课标所倡导的自主学习理念而得到了很多学校的青睐。为了使导学案教学模式能够顺应时代要求,并且能够有效培养学生的自主阅读能力,本研究尝试将微视频资源加入其中。为了证实优化后的导学案对培养高中生英语自主阅读能力具有积极的影响,笔者基于对自主阅读能力的定义及影响因素的分析和理解,从学生的阅读兴趣、阅读策略和阅读成绩三个角度进行本研究,并提出了以下三个研究假设:第一,导学案能够激发高中生的英语阅读兴趣;第二,导学案有助于高中生掌握并使用阅读策略;第三,导学案有助于提高高中生的英语阅读成绩。本研究以营口市某高中一年级的两个平行班共80人为研...
【文章页数】：68 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter 1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Structure of Thesis
Chapter 2 Literature Review
2.1 Studies on Guided-learning Plan
2.1.1 Definitions of Guided-learning Plan
2.1.2 Characteristics of Guided-learning Plan
2.1.3 Implementation of Guided-learning Plan
2.1.4 The Design Principles of Guided-learning Plan
2.1.5 Studies on Guided-learning Plan Abroad and at Home
2.1.5.1 Previous Research Abroad
2.1.5.2 Previous Research at Home
2.2 Studies on Autonomous Reading Ability
2.2.1 Definitions of Autonomous Reading Ability
2.2.2 The Influencing Factors of Autonomous Reading Ability
2.2.3 Related Studies on Autonomous Reading Ability Abroad and at Home
2.2.3.1 Previous Research Abroad
2.2.3.2 Previous Research at Home
2.3 Theoretical Foundations
2.3.1 Humanistic Learning Theory
2.3.2 Constructivism Theory
2.3.3 Metacognition Theory
Chapter 3 Methodology
3.1 Purpose of the Research
3.2 Research Hypotheses
3.3 Subjects
3.4 Instruments
3.4.1 Questionnaire
3.4.2 Test
3.4.3 Interview
3.5 Procedures of the Study
Chapter 4 Data Analysis
4.1 Analysis of the Questionnaire
4.2 Analysis of the Tests
4.2.1 Analysis of the Pre-test Results
4.2.2 Analysis of the Post-test Results
4.2.3 Analysis of Scores in the Pre-test and Post-test of CC
4.2.4 Analysis of Scores in the Pre-test and Post-test of EC
4.3 Analysis of the Interview
4.4 Discussion
Chapter 5 Conclusion
5.1 Major Findings
5.2 Limitations of the Research
5.3 Further Research Questions
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Acknowledgements
本文编号：3925442
【文章页数】：68 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter 1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Structure of Thesis
Chapter 2 Literature Review
2.1 Studies on Guided-learning Plan
2.1.1 Definitions of Guided-learning Plan
2.1.2 Characteristics of Guided-learning Plan
2.1.3 Implementation of Guided-learning Plan
2.1.4 The Design Principles of Guided-learning Plan
2.1.5 Studies on Guided-learning Plan Abroad and at Home
2.1.5.1 Previous Research Abroad
2.1.5.2 Previous Research at Home
2.2 Studies on Autonomous Reading Ability
2.2.1 Definitions of Autonomous Reading Ability
2.2.2 The Influencing Factors of Autonomous Reading Ability
2.2.3 Related Studies on Autonomous Reading Ability Abroad and at Home
2.2.3.1 Previous Research Abroad
2.2.3.2 Previous Research at Home
2.3 Theoretical Foundations
2.3.1 Humanistic Learning Theory
2.3.2 Constructivism Theory
2.3.3 Metacognition Theory
Chapter 3 Methodology
3.1 Purpose of the Research
3.2 Research Hypotheses
3.3 Subjects
3.4 Instruments
3.4.1 Questionnaire
3.4.2 Test
3.4.3 Interview
3.5 Procedures of the Study
Chapter 4 Data Analysis
4.1 Analysis of the Questionnaire
4.2 Analysis of the Tests
4.2.1 Analysis of the Pre-test Results
4.2.2 Analysis of the Post-test Results
4.2.3 Analysis of Scores in the Pre-test and Post-test of CC
4.2.4 Analysis of Scores in the Pre-test and Post-test of EC
4.3 Analysis of the Interview
4.4 Discussion
Chapter 5 Conclusion
5.1 Major Findings
5.2 Limitations of the Research
5.3 Further Research Questions
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Acknowledgements
本文编号：3925442
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