自我提問(wèn)訓(xùn)練對(duì)提高初中生英語(yǔ)閱讀理解的影響研究
發(fā)布時(shí)間：2021-03-11 16:18
提問(wèn)是課堂教學(xué)的方法之一,但在實(shí)際的課堂教學(xué)中,大多數(shù)的問(wèn)題都是由教師提出來(lái)的,學(xué)生的學(xué)習(xí)自主性并不能得到充分的調(diào)動(dòng),學(xué)習(xí)的效果也就無(wú)法達(dá)到最佳;學(xué)生在閱讀的過(guò)程中自主提出問(wèn)題的情況更是罕見(jiàn)。本文研究了初中生自我提問(wèn)訓(xùn)練對(duì)提高英語(yǔ)閱讀理解的影響。為了檢測(cè)自我提問(wèn)策略對(duì)提高閱讀理解的影響,作者對(duì)部分初中生進(jìn)行了實(shí)證研究。實(shí)驗(yàn)的理論來(lái)源包括:自主加工理論、元認(rèn)知理論和圖式理論。作者選取了所任教學(xué)�！靼茶F一中濱河學(xué)校初一年級(jí)的兩個(gè)平行班中的學(xué)生進(jìn)行了案例研究。其中,作者所任教班級(jí)的48名學(xué)生被分配到實(shí)驗(yàn)組（EG）,另外一個(gè)班的50名學(xué)生則被分到對(duì)照組（CG）,由作者在任教學(xué)校的指導(dǎo)老師教授,并全程由作者進(jìn)行課堂觀察與記錄。本研究采用了問(wèn)卷調(diào)查法,前后測(cè)設(shè)計(jì)、課堂觀察、反思自我報(bào)告和訪談等研究方法。只有實(shí)驗(yàn)組學(xué)生才進(jìn)行問(wèn)卷調(diào)查、自我反饋報(bào)告和訪談。在實(shí)驗(yàn)組學(xué)生接受自我提問(wèn)訓(xùn)練期間,控制組學(xué)生不受任何干涉,按照傳統(tǒng)教學(xué)法進(jìn)行授課。并同時(shí)對(duì)兩組同學(xué)采用相同的前測(cè)和后測(cè)進(jìn)行測(cè)試并比較兩組的測(cè)試結(jié)果。實(shí)驗(yàn)結(jié)果表明,自我提問(wèn)訓(xùn)練組在后期閱讀理解測(cè)驗(yàn)上的表現(xiàn)優(yōu)于傳統(tǒng)教學(xué)組。這種閱讀策略的使用確實(shí)能夠通過(guò)...
【文章來(lái)源】：陜西師范大學(xué)陜西省 211工程院校 教育部直屬院校
【文章頁(yè)數(shù)】：83 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 Research Background
1.2 Purposes and Significance of the Present Study
1.3 Organization of the Thesis
Chapter 2 Literature Review
2.1 Theoretical Framework
2.1.1 Active Processing
2.1.2 Metacognitive Theory
2.1.3 Schema Theory
2.2 Previous Studies on Self-questioning
Chapter 3 Research Design
3.1 Research Questions of the Study
3.2 Participants
3.3 Instruments
3.3.1 Questionnaire
3.3.2 Test Materials
3.3.3 Students' Reflection Reports after Post-test
3.4 Classroom Observation
3.5 Interview
3.6 Procedure
3.6.1 Administration of the Questionnaire
3.6.2 Pre-test
3.6.3 Self-questioning Training
3.6.4 No intervention for the control group
3.6.5 Posttest
3.6.6 Scoring Procedures
3.7 Data Collection
Chapter 4 Results and Discussion
4.1 Findings from the Questionnaire
4.2 Findings from the Tests
4.2.1 Finding one: the correlation between self-questioning training and questioning ability
4.2.2 Finding two:the correlation between self-questioning training and reading comprehension
4.2.3 Finding three:the correlation between questioning ability and reading comprehension
4.3 Findings from the Students' Self-reflection Report
Chapter 5 Conclusion
5.1 Major Findings of the Present Study
5.2 Limitations and Implications for Future Research
5.3 Implications of the Research for Teaching
References
Appendixes
Appendix 1:The Questionnaire
Appendix 2: The Results of the Questionnaire
Appendix 3:An Outline for the Self-reflection Report
Appendix 4:A Sample of the Reading Proficiency Pretest Paper
Appendix 5:A Sample of the Reading Proficiency Posttest Paper
Appendix 6:A Sample of the Questioning Ability Pretest Paper
Appendix 7:A Sample of the Questioning Ability Posttest Paper
Appendix 8:Scores of the Experimental Class and Control Class in the Questioning Ability Test
Appendix 9:Scores of the Experimental Class and Control Class in the Reading Proficiency Test
Appendix 10:Samples of Students' Self-reflection Report
Academic Achievements during Master Degree's Acquirement
本文編號(hào)：3076725
【文章來(lái)源】：陜西師范大學(xué)陜西省 211工程院校 教育部直屬院校
【文章頁(yè)數(shù)】：83 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 Research Background
1.2 Purposes and Significance of the Present Study
1.3 Organization of the Thesis
Chapter 2 Literature Review
2.1 Theoretical Framework
2.1.1 Active Processing
2.1.2 Metacognitive Theory
2.1.3 Schema Theory
2.2 Previous Studies on Self-questioning
Chapter 3 Research Design
3.1 Research Questions of the Study
3.2 Participants
3.3 Instruments
3.3.1 Questionnaire
3.3.2 Test Materials
3.3.3 Students' Reflection Reports after Post-test
3.4 Classroom Observation
3.5 Interview
3.6 Procedure
3.6.1 Administration of the Questionnaire
3.6.2 Pre-test
3.6.3 Self-questioning Training
3.6.4 No intervention for the control group
3.6.5 Posttest
3.6.6 Scoring Procedures
3.7 Data Collection
Chapter 4 Results and Discussion
4.1 Findings from the Questionnaire
4.2 Findings from the Tests
4.2.1 Finding one: the correlation between self-questioning training and questioning ability
4.2.2 Finding two:the correlation between self-questioning training and reading comprehension
4.2.3 Finding three:the correlation between questioning ability and reading comprehension
4.3 Findings from the Students' Self-reflection Report
Chapter 5 Conclusion
5.1 Major Findings of the Present Study
5.2 Limitations and Implications for Future Research
5.3 Implications of the Research for Teaching
References
Appendixes
Appendix 1:The Questionnaire
Appendix 2: The Results of the Questionnaire
Appendix 3:An Outline for the Self-reflection Report
Appendix 4:A Sample of the Reading Proficiency Pretest Paper
Appendix 5:A Sample of the Reading Proficiency Posttest Paper
Appendix 6:A Sample of the Questioning Ability Pretest Paper
Appendix 7:A Sample of the Questioning Ability Posttest Paper
Appendix 8:Scores of the Experimental Class and Control Class in the Questioning Ability Test
Appendix 9:Scores of the Experimental Class and Control Class in the Reading Proficiency Test
Appendix 10:Samples of Students' Self-reflection Report
Academic Achievements during Master Degree's Acquirement
本文編號(hào)：3076725
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