问题阅读教学法及其在高中英语教学中的应用

论文摘要

本文在新课程理论的指导下,突破传统教学模式的束缚,探究问题教学法在改变学生学习方式,充分发挥学生主体作用方面的积极作用。本选题的研究对象为作者所工作的盘锦市第二完全中学高二的学生。国内外的问题教学偏重于理科教学,提出的问题方法和过程,都是用于理科的教学。而在文科方面,尚未见端倪,尤其是在英语教学方面。这就需要我们文科教师结合自己的学科实际和特点,适当借用这一教学法,通过课堂教学改革,采用问卷调查和SPSS软件,对两个班级成绩进行比对分析,探索出适用于本学科的问题教学法。本文在阐释了问题教学法内涵的基础上,介绍了当前英语阅读教学的动态,进一步分析了我国高中英语阅读教学的现状,将问题教学法及英语阅读理论与高中英语阅读教学实践相结合,研究该模式在高中英语阅读教学中的运用方式及实践效果。笔者通过对高二英语阅读教学过程中实施问题教学法,以高中英语教材第五册第三单元阅读部分的实践教学设计为例,展示在高中英语阅读教学中充分应用问题教学法；最后通过教学实验的数据整理分析得出结论：问题教学法运用于高中英语阅读教学中符合时代的要求、符合高中生的思维特点、符合新课程标准及现代阅读教学理论的要求,有助于提高学生的阅读理解水平和英语思维能力。

论文目录

• 摘要
• Abstract
• Chapter One Introduction
• 1.1 A need for research
• 1.2 The overall framework of this article
• Chapter Two Literature Review
• 2.1 The status and the related theory of high school English reading teaching
• 2.1.1 The nature of foreign language reading
• 2.1.2 The psychological factors during reading
• 2.1.3 Differences between the mother tongue reading and foreign language reading
• 2.2 The related teaching of English reading
• 2.2.1 Review of English reading teaching research and development
• 2.2.2 The dynamic teaching English reading at home and abroad
• 2.2.3 The status of high school English reading teaching
• 2.3 Problem approach
• 2.3.1 The background of the problem approach
• 2.3.2 The theoretical basis of problem approach
• 2.3.3 Practice in China and abroad
• Chapter Three Methodology
• 3.1 The purpose and the problems of the study
• 3.2 The subject of study
• 3.3 Research instruments
• 3.4 The research procedure
• 3.4.1 Preparation
• 3.4.2 Question design
• 3.4.3 Implementation steps
• Chapter Four Results and Discussion
• 4.1 Analysis of experimental results
• 4.1.1 Pre-test period
• 4.1.2 The mid-test period
• 4.1.3 The post-test period
• 4.2 Results of questionnaire survey after the experiment
• 4.2.1 The questionnaire results
• 4.2.2 The analysis of the questionnaire
• 4.3 Major findings
• Chapter Five Conclusion
• 5.1 Conclusion
• 5.2 The inspiration for English teaching
• 5.3 The limitations of the study and recommendations for future research
• References
• Questionnaire Ⅰ
• Questionnaire Ⅱ
• Acknowledgements