支架教学理论视域下的初中英语阅读教学研究

发布时间：2023-03-03 17:43

　　听说读写译是英语学习的五大技能,阅读作为英语五大技能之一,越来越受到关注。我国现阶段的初中英语阅读教学中还是存在着许多的问题,传统意义上的阅读教学模式是以教师和书本为中心,学生们缺乏积极性,致使英语阅读水平滞后,学习动机不强,阅读策略无法得到改善。由此看来,仅能够传授课本的知识是远远不够的,教师需要更加重视培养中学生的实际阅读能力。和传统的阅读教学模式相比较,支架式教学强调学生的主体地位,注重学生的自主学习能力和合作学习能力的培养。因此,它能够成为英语传统阅读教学的必要补充。社会建构主义认为学习者应该在社会情境中积极互动。支架式教学属于社会建构主义。支架式教学就是在这一理论的基础上形成的,它强调以学生为中心,而不是以教师为中心。它强调教师的引导和帮助,强调学生的主体地位。学生的学习是以现有的知识和经验为基础的。支架式教学模式就是通过发现学生的最近发展区,从而搭建支架,促进学生通过已有知识从而获得新的知识。因此该论文的目的是为了探索更好的英语阅读教学方法,并探索支架教学理论下的初中英语阅读教学模式。本论文研究了三个问题:第一,支架式教学模式对于初中生的英语阅读学习动机有何影响?第二,支架...

【文章页数】：63 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
ChapterⅠ Introduction
    1.1 Research Background
    1.2 Significance and Purpose
    1.3 Structure of the Thesis
ChapterⅡ Literature Review
    2.1 Reading Concepts and Teaching Models
        2.1.1 The Concept of Reading
        2.1.2 Reading Teaching Models
    2.2 Scaffolding Instruction
        2.2.1 The Concept of Scaffolding Instruction
        2.2.2 Characteristics of Scaffolding Instruction and Types of Scaffolding
        2.2.3 The Five Links of the Scaffolding Instruction
    2.3 Research on Scaffolding Instruction abroad and at home
        2.3.1 Research on Scaffolding Instruction abroad
        2.3.2 Research on Scaffolding Instruction at home
    2.4 Theoretical Basis
        2.4.1 The Zone of Proximal Development
        2.4.2 Constructivism
ChapterⅢ Research Method
    3.1 Research Questions
    3.2 Participants
    3.3 Research Tools
        3.3.1 Test Method
        3.3.2 Questionnaire Survey
        3.3.3 Interview
    3.4 Relevant Data Collection
    3.5 Teaching Experiment
        3.5.1 Teaching Methods of Traditional Reading Teaching and Scaffolding Instruction
        3.5.2 Teaching Process of Control Class and Experimental Class
        3.5.3 Teaching Cases of Experimental Class
ChapterⅣ Results and Discussions
    4.1 Test Results and Discussion
        4.1.1 Pre-test:Comparative Analysis of the Results of The ExperimentalClass and The Control Class
        4.1.2 Post Test:Comparative Analysis of the Results of The ExperimentalClass and The Control Class
        4.1.3 Comparison and Analysis of The Results of The Pre-test and The Posttest of The Control Class
        4.1.4 Comparison and Analysis of the Results of The Pre-test and The Posttest of The Experimental Class
    4.2 Questionnaire Results and Discussion
        4.2.1 The Questionnaire of English Reading Difficulty
        4.2.2 The Questionnaire of English Reading Motivation
    4.3 Analysis of Interview and Discussion
ChapterⅤ Conclusion
    5.1 Research Findings
    5.2 Limitations of Research
    5.3 Suggestions
References
Appendix
Acknowledgements



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