论文标题:交互式教学法在高中英语阅读中的实证研究
An Empirical Study of Interactive Approach to English Reading in Senior Middle School
论文作者
论文导师 刘书林,论文学位 硕士,论文专业 英语教育
论文单位 江西师范大学,点击次数 234,论文页数 65页File Size2273K
2006-09-01论文网 http://www.lw23.com/lunwen_54685977/
我们都知道中国学生花费了很多时间来学习英语，但是效果并不令人满意。教育者们检查了我们在教英语与学英语的过程中所存在的问题。他们一致认为两大主要原因是：在传统的教学方法中没有认识到交际的本质以及学生们在课堂上没有积极参与。阅读是人们获取知识、信息和娱乐的主要手段之、对于学生，尤其对于学习二语或外语的学生，阅读更是四种技巧(听、说、读、写)中最重要的一种。在信息时代，人们需要在大量的信息中选择对自己有用的信息，阅读能力对未来的职业有着重要的影响，因此外语教师应该注重阅读教学法。 本文主要是调查研究交互式教学法对阅读的影响。论文回顾了国内外外语教学理论的研究和实践，然后着重研究并进行了实验调查来证实“交互式阅读”对外语学习阅读能力的影响。试验的目的在于提高学生的阅读能力，提供一种实验方法供其它研究者来进一步检验。本文共由6部分组成。文章首先简单介绍了H．D．Brown提出的交互式语言教学法，井分析了其在中学英语阅读中的重要意义，并提出了交互式阅读理论。交互式的数学法中阅读课教学是在12条教学原理的指导下，重视不同阅读情景下的阅读实际。阅读教学过程分为三个阶段。在不同的阶段中，教师扮演的角色不同。教师是阅读教学活动的信息提供者、组织者、控制者、指导者。阅读课堂以学生为中心，开展多种形式的阅读活动。以提高学生的阅读能力为中心，同时培养听、说、写等多方面综合运用语言的能力。形成教学路径与教学实践互动、教与学互动、听、说、读、写互动的生动活泼的教学情景。教师还要培训学生掌握阅读策略与技巧。在课堂上多采用小组活动，从而促进学生与教师、学生与学生、学生与阅读材料、学生与作者之间的互动，而且加强学生间的合作学习。教师通过这些活动一方面提供有关文化的背景知识．另一方面教师采取多元化的教学途径激发学生的内在动机和外在动机。在提供阅读理解能力的同时，兼顾听、说、写的能力培养，使学生通过阅读互动，掌握综合应用语言的能力! 最后，通过实验验证假设：交互式教学法在阅读课中的应用对学生外语阅读技能的提高起着举足轻重的作用。笔者还试图对外语的教与学作进一步的探讨。
It is known that Chinese students have spent much time learning English, but the result is not very satisfactory. Educators have to examine the problems in our English teaching and learning. They have reached consensus that the traditional way of teaching, which is characterized by the lack of communication , and students" inactive participation in the English class are two major factors that have resulted in such a situation. Reading skill is taken for granted and in the information era, the ability of reading should play a big part in one"s future career. This study is a rethinking of reading from the perception of psycholinguistics.This experimental study was conducted to investigate how the Interactive Approach influences the reading. To improve students" reading comprehension, the Application of Interactive Approach in the English classroom is a significant factor with regard to students" performance in their EFL reading comprehension test. The Interactive Approach to Language Pedagogy emphasizes: during the process, under the guide of language acquisition and teaching theory, difference of the learners and the teaching situation, teachers employ the different ways of teaching English. The reading teaching of the Interactive Approach attaches great importance to the reading practice under all kinds of reading circumstances. There are three phases in the reading course. The teacher acts different roles in the different phases. In the Interactive Approach, teachers may function as a controller, a director, a manager, a facilitator, and resource. Teachers use a variety of interactive reading activities. In this approach, teachers train the students many reading strategies and skills. In this approach, students are the center in the class and the most important part is improving the students" reading comprehension. When improving the reading comprehension, the interactive teachers help the students to develop their listening, speaking and writing ability. Listening, speaking, writing and reading happen at the same time in the interactive class. Thus, the students" integrated ability of using English is improved.
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