ESA教學模式在高中英語閱讀教學中的實驗研究
發(fā)布時間：2024-05-21 22:58
在英語學習中,閱讀是一種重要的語言輸入方式,影響學生的語言能力和知識水平。閱讀課堂中學生的參與及能力會受到教學形式和教學方法的影響。然而,傳統(tǒng)的教學模式以教師為中心,學生不能有效地把獲取和處理信息的能力與學習語言知識的技能結(jié)合起來。為了平衡教學目標、滿足當前英語閱讀教學的要求,教育研究者們提出了多種英語閱讀教學模式。1998年,哈默在《如何教英語》一書中首次提出了ESA(參與,運用和學習)教學模式。與傳統(tǒng)的語言課堂教學模式相比,ESA教學模式靈活運用和調(diào)整參與、學習和運用三要素,把學生視為主體,提高學生參與。因此,本研究以建構(gòu)主義理論和圖式理論為基礎(chǔ),利用定量和定性研究技術(shù),以伊寧市第X中學高一年級兩個平行班的學生為研究對象旨在探討ESA教學模式對英語閱讀學習成績和學生參與的影響,并回答以下問題:1.ESA教學模式對高一學生英語閱讀學業(yè)成績有何影響?2.ESA教學模式對高、中、低語言水平學生的英語閱讀學業(yè)成績有何影響?3.ESA教學模式對學生參與有何影響?在整個實驗過程中,ESA教學模式在實驗班實施,控制班采用PWP(讀前,讀中和讀后)教學模式。根據(jù)2020-2021第一學期成績,三個...
【文章頁數(shù)】：92 頁
【學位級別】：碩士
【文章目錄】：
Abstract
摘要
Chapter One Introduction
1.1 Background of the Research
1.2 Significance of the Research
1.2.1 Academic Significance
1.2.2 Practical Significance
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Key Concepts
2.1.1 ESA Teaching Model
2.1.2 English Reading
2.1.3 PWP Teaching Model
2.1.4 Academic Achievement
2.1.5 Student Participation
2.2 Theoretical Basis
2.2.1 Constructivist Learning Theory
2.2.2 Schema Theory
2.3 Research on ESA Teaching Model at Home and Abroad
2.3.1 Research Abroad
2.3.2 Research at Home
2.3.3 Limitations of Previous Research
Chapter Three Research Design
3.1 Research Aim
3.2 Research Questions
3.3 Research Subjects
3.4 Research Instruments
3.4.1 Test Papers
3.4.2 Questionnaire
3.4.3 Semi-structured Interview Outline
3.5 Research Procedures
3.5.1 Pre-testing
3.5.2 Pre-questionnaire
3.5.3 Teaching Experiments
3.5.4 Post-testing
3.5.5 Post-questionnaire
3.5.6 Semi-structured Interview
3.5.7 Data Analysis
Chapter Four Results and Discussion
4.1 Analysis of Student’s Reading Performance
4.1.1 EC and CC in Pre-test
4.1.2 EC and CC in Post-test
4.1.3 EC in Pre-test and Post-test
4.1.4 Discussion
4.2 Analysis of Reading Performance of Students with Different Language Levels
4.2.1 Students with Advanced Level in EC
4.2.2 Students with Intermediate Level in EC
4.2.3 Students with Low Level in EC
4.2.4 Discussion
4.3 Analysis of Student Participation
4.3.1 Overall Student Participation
4.3.2 Three Dimensions in Pre-questionnaire and Post-questionnaire
4.3.3 Discussion
4.4 Analysis of Interview of Students
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations of the Study
5.4 Suggestions for Further Research
References
Appendix Ⅰ: Pre-test Paper
Appendix Ⅱ: Post-test Paper
Appendix Ⅲ: Questionnaire
Appendix Ⅳ: Interview
Appendix Ⅴ: Teaching Cases
本文編號：3980042
【文章頁數(shù)】：92 頁
【學位級別】：碩士
【文章目錄】：
Abstract
摘要
Chapter One Introduction
1.1 Background of the Research
1.2 Significance of the Research
1.2.1 Academic Significance
1.2.2 Practical Significance
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Key Concepts
2.1.1 ESA Teaching Model
2.1.2 English Reading
2.1.3 PWP Teaching Model
2.1.4 Academic Achievement
2.1.5 Student Participation
2.2 Theoretical Basis
2.2.1 Constructivist Learning Theory
2.2.2 Schema Theory
2.3 Research on ESA Teaching Model at Home and Abroad
2.3.1 Research Abroad
2.3.2 Research at Home
2.3.3 Limitations of Previous Research
Chapter Three Research Design
3.1 Research Aim
3.2 Research Questions
3.3 Research Subjects
3.4 Research Instruments
3.4.1 Test Papers
3.4.2 Questionnaire
3.4.3 Semi-structured Interview Outline
3.5 Research Procedures
3.5.1 Pre-testing
3.5.2 Pre-questionnaire
3.5.3 Teaching Experiments
3.5.4 Post-testing
3.5.5 Post-questionnaire
3.5.6 Semi-structured Interview
3.5.7 Data Analysis
Chapter Four Results and Discussion
4.1 Analysis of Student’s Reading Performance
4.1.1 EC and CC in Pre-test
4.1.2 EC and CC in Post-test
4.1.3 EC in Pre-test and Post-test
4.1.4 Discussion
4.2 Analysis of Reading Performance of Students with Different Language Levels
4.2.1 Students with Advanced Level in EC
4.2.2 Students with Intermediate Level in EC
4.2.3 Students with Low Level in EC
4.2.4 Discussion
4.3 Analysis of Student Participation
4.3.1 Overall Student Participation
4.3.2 Three Dimensions in Pre-questionnaire and Post-questionnaire
4.3.3 Discussion
4.4 Analysis of Interview of Students
Chapter Five Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations of the Study
5.4 Suggestions for Further Research
References
Appendix Ⅰ: Pre-test Paper
Appendix Ⅱ: Post-test Paper
Appendix Ⅲ: Questionnaire
Appendix Ⅳ: Interview
Appendix Ⅴ: Teaching Cases
本文編號：3980042
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