發(fā)布時(shí)間：2025-06-27 22:28

　　我國(guó)很多高中學(xué)校,仍采用傳統(tǒng)的灌輸式教育模式。該教學(xué)模式主要特點(diǎn)就是過于重視基礎(chǔ)性的教學(xué),學(xué)生被動(dòng)地接受知識(shí)的灌輸,學(xué)生自身思維能力、合作能力以及創(chuàng)造能力的培養(yǎng)被忽視。為了解決這個(gè)問題許多教育工作者提出要從生態(tài)學(xué)視角去思考和把握英語(yǔ)教學(xué),著力構(gòu)建生態(tài)課堂。生態(tài)課堂的核心理念是尊重、喚醒、激勵(lì)生命。因此,把該課堂生態(tài)理論運(yùn)用于指導(dǎo)英語(yǔ)教學(xué)實(shí)踐有重要意義。因此作者將嘗試把生態(tài)課堂理論應(yīng)用到高中英語(yǔ)閱讀教學(xué)實(shí)踐中,著力構(gòu)建高中英語(yǔ)閱讀生態(tài)課堂。本論文首先回顧了國(guó)內(nèi)外課堂生態(tài)方面相關(guān)理論和研究。接著為了了解目前高中英語(yǔ)閱讀教學(xué)中所存在的不和諧生態(tài)現(xiàn)象,作者選取了江西省吉安市峽江中學(xué)高二年級(jí)8個(gè)普通班中427學(xué)生進(jìn)行問卷調(diào)查。然后從中選兩個(gè)普通班共90名學(xué)生進(jìn)行一個(gè)學(xué)期的英語(yǔ)閱讀教學(xué)實(shí)驗(yàn)。為了保證兩個(gè)班級(jí)在閱讀方面水平相當(dāng),作者采用學(xué)生的期末考試試卷的閱讀部分進(jìn)行了前測(cè)。在教學(xué)試驗(yàn)中,一個(gè)班的學(xué)生作為控制組仍沿用傳統(tǒng)的教學(xué)模式,而將另一個(gè)班的學(xué)生作為實(shí)驗(yàn)組應(yīng)用生態(tài)課堂模式進(jìn)行英語(yǔ)閱讀教學(xué),推行課堂生態(tài)優(yōu)化策略。學(xué)期末,對(duì)控制組和實(shí)驗(yàn)組的學(xué)生進(jìn)行了一次閱讀后測(cè),并運(yùn)用SPSS軟件對(duì)前后測(cè)成績(jī)進(jìn)行數(shù)據(jù)...

【文章頁(yè)數(shù)】：75 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Significance
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 The Structure of the Thesis
Chapter Two Literature Review
    2.1 Some Associated Definitions
        2.1.1 Classroom
        2.1.2 Ecology
        2.1.3 Classroom Ecology
        2.1.4 Ecological Classroom
    2.2 Review on Eco-classroom
    2.3 Review on English Reading
Chapter Three Research Design
    3.1 Research Purpose and Questions
    3.2 Research Subjects
    3.3 Research Methods
    3.4 Research procedures
    3.5 Data collection
Chapter Four Research Results and Discussion
    4.1 Questionnaire
    4.2 Tests
        4.2.1 Pre-test
        4.2.2 Post-test
    4.3 Interview
Chapter Five The Application of Eco-classroom in English Reading Teaching
    5.1 Seeking Developing Teaching Goals
        5.1.1 Emotional Attitude and Values
        5.1.2 Knowledge Goal
    5.2 Exploiting Teaching Materials Creatively
        5.2.1 Language Knowledge
        5.2.2 Culture Knowledge
    5.3 Applying Diverse Teaching Methods
    5.4 Adopt Various Teaching Evaluation
    5.5 Guiding proper Reading Strategies
    5.6 Building Harmonious Interpersonal Relationship
        5.6.1 Teacher-student Relationship
        5.6.2 Student-student Relationship
    5.7 Creating a Comfortable Teaching Environment
Chapter Six Conclusions
    6.1 Major Findings
    6.2 Implications of the Study
    6.3 Limitations of the Study
    6.4 Expectation of the Study
Appendix I The Questionnaire
Appendix II Interview Questions
Appendix III The Pre-test Paper
Appendix IV The Post-test Paper
References
Acknowledgments
研究生期間承擔(dān)的課題及科研成果及獲獎(jiǎng)情況



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