探究性教学在高中英语阅读课堂的应用
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内蒙古师范大学硕士学位论文
探究性教学在高中英语阅读课堂的应用
姓名:王利申请学位级别:硕士专业:学科教学·英语指导教师:闫泓20090420
内蒙古师范大学教育硕士学位论文
中文摘要
随着现代化技术的日益更新,国与国之间的频繁往来,英语已成为世界的第一语言。而在我国目前的英语教育中却存在着很多问题。在高中英语教学中,最突出的问题是培养学生的阅读的能力,这已经成为近年来由国家教育部门主导的高中英语教学改革的一个热门话题。越来越多的教育专家和研究人员正在积极探求提高高中生英语阅读能力的方法和途径。很多高中生不能正确理解所读文章内容,体验不到英语阅读的快乐,不能有效投入到英语学习中。新国家英语课程标准倡导在高中英语阅读教学中使用探究型教学模式,提高学生阅读能力,指出,学生要“通过思考,调查,讨论,交流和合作等方式,学习和使用英语,完成学习任务"。
本论文通过测试和问卷调查的方式对高中学生进行了英语阅读学习方法的调查,通过课堂实验的方式试图探索、实验探究型学习模式在高中英语阅读课中实施的可能性及其效果。调查及实验对象涉及125位高一年级学生,实验时间为一完整教学年。实验对象接受探究性学习模式,进行一系列互动的,有真实意义的,模拟现实的课堂阅读活动。
本文丰富了高中英语探究性学习模式的理论研究,进一步证实了英语探究性学习模式在高中英语阅读教学中的可行性。从理论和实践上为创建高效能的英语阅读课堂学习做了一些有益的探索,为高中英语教学改革提供了新思路。
关键词:探究性教学,阅读,有效性,发展,能力
ABSTRACT
Effectivereadingisbecoming
a
hottopicintherecentELTreform
arouses
initiatedbytheChineseMinistryofEducation.It
explorationaboutways
to
discussionsand
as
improvestudents’readingcompetence
areeven
the
problemsinEnglishreadinginhighschools
moreconspicuous.
can
Many
not
highschoolstudents
cannot
understandthecontenttheyread,they
cannot
experiencethejoyofreadingEnglishandputthemselvesinto
Englishstudyefficiently.
ThenewNationalCurriculumStandardsforEnglishEducationsuggests
adoptinginquiry
learning
inEnglishreadingin
seniorhigh
schools.In
a
‘‘InquiryLearning
ImplementationGuide”,whichisdefiniteas,itis
a
series
of
ofactive,openandinquirylearningactivitiesunder
educational
resources
widerange
background,itis
use
a
seriesofleamingactivitiesinwhich
studentsactivelyteacher’Sguide.
achieveand
knowledge,andsolveproblemsunder
Thepurposeofthispaperis
toconsider
methodologicalproceduresfor
schools.There
are
inquiry
learning
in
English
readinginseniorhigh
are
proceduresrelatingtohowteachersandlearners
intheparticipationofthe
lessons.Thedesignofaninquiryreadinglessoninvolvesconsiderationofthestages
or
componentsof
a
readinglessonthathasinquiry
as
itsprincipal
component.Studentsmayimprovetheirreadingabilitiesprocess.
inthe
inquiry
The
Donglian
subjects
Modern
are
125studentsinseniorgrade
one
intwoclassesfromexperimentandtwo
SchoolinOrdos,Inner
are
Mongolia.An
investigationquestionnaire.
toolsusedinthe
study,including
two
tests
and
a
Throughtheresearch,thehypothesisexpectedtobeprovedtrue.Itenrichthetheoreticalstudiesfurtherconfirmthe
on
can
inquiryteachinginEnglishreading,and
inEnglishreadinginsenior
efficiencyofinquiryteaching
high
schools.It
mayalsoofferpractical
guidance
to
effectiveEnglish
teaching.
KEY
WORDS:InquiryTeaching,Reading,Efficiency,Development,
Competence
独创性声明
本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成果,尽我所知,除了文中特别加以标注和致谢的地方外,论文中不包含其他人已经发表或撰写过的研究成果,也不包含本人为获得内蒙古师范大学或其它教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任f:、f^
签名:
乏坐\
日期:一。矿夕年j月7日
关于论文使用授权的说明
本学位论文作者完全了解内蒙古师范大学有关保留、使用学位论文的规定:内蒙古师范大学有权保留并向国家有关部门或机构送交论文的复印件和磁盘,允许论文被查阅和借阅,可以将学位论文的全部或部分内容编入有关数据库进行检索,可以采用影印、缩印或扫描等复制手段保存、汇编学位论文,并且本人电子文档的内容和纸质论文的内容相一致。
保密的学位论文在解密后也遵守此规定。签名:
导师签名:f劲弓一
日期:叫年厂月7日
何贡献均已在论文中作了明确的说明并表示感谢。
ChapterI
Introduction
1.1Introduction
Recently,effectiveteachingisEnglish
a
growingemphasisineducation.ChinaNational
out
Curriculum
Standards
clearlypointsthat”English
teachingadvocates
experience,practice,participation,cooperationUnited
StatesNational
a
andcommunication.“Accordingtothe
a
ScienceEducationStandards,teachingismorethan
teaching
process,butdoneto
positivelearningprocess,somethingthat
studentsdo,notsomethingthatis
them.’’
years,Englishteachinginauthor’S
Cannotmeet
the
schoolisfarfromthesituationofreform
1.2Thenecessityofthestudy
Overthe
andopening
andit
needs
ofthe
developmentaswell.Englishsecondary
ofEnglish
levelinreadingislowoverall,students’poor
oversimplified
use
language,themajority
of
studentsunderstand
schools,itis
a
only
Englishgrammar.Likein
mostseniorhigh
common
waytoadopttraditionalteachingmethodsin
English
have
reading
lessons,whicharegrammar-oriented,teacher-centered,students
are
don’t
enough
that
participation,andtheyEnglish
is
one
inpassivestudy.Sothereare
so
manystudentscomplain
dealwithstudy:the
oftheirhardest
subjects,since
feelingsto
they
cannot
EnglishEnglish
readingreading
properly.Theyhavecommon
seniorEnglish
difficultyincreasesrelativelywhileEnglishmarks
drop;thereadingquestionsin
examinationsaresoflexible;theyworkhardeverydaybutgetblindharvestforever.Some
studentseven
too
stopinthefirsttermoftheseniorhigllschool,declaringEnglishreadingis
difficulttobe
improved.Thatis,teachingpracticeishighlydominatedand
teachingidea.Facingthisarduoustask,the
as
guided
by
examination.oriented
students
general
to
choiceofboth
andteachersiStodo
moreexercisesextremelycloseNMET(National
MatriculationEnglishTest)papersaspossibledirectlywithoutconsideringstudents’
personalreadinginterest,leamingstyleandbecomepassive
SO
on.Intheprocessofreading,students
poor
readersbecauseofthismechanicaltraining.However,thefinal
as
resultsofstudents’scorearenot
good
as
bothteachersand
students
haveexpected.
内蒙古师范大学教育硕士学位论文
TheproblemsinthecurrentteachingofEnglishreadingextent,the
areso
prominent.To
a
large
problems
existinteaching
a
areas
follows:
1.Itremainsas
teachinglanguageentityinthearticles,thatis,anumberofteachers
on
teachreadingmaterialsfocusing
vocabulary
andgrammar,toomuch
ability.
emphasis
on
languagepoints,ignoringreadingskills
andreading
2.Incontrastwiththeformer,someteachersreform
toreading
excessively.They
pay
attention
they
comprehensionwithoutanalysis
on
thelong
anddifficult
sentences.Thatis
makethepursuitofthe”totalunderstanding”andgiveuptheteachingofvocabulat3,,they
introduce
relevant
vocabularysimplyonlyin
on
generaltermsneglecting
thespecificmeaning
inthetext.Theyputimpactsthestudentsreadingcomprehensionandsuperficial
access
understanding,buthindercontainedin
thearticle.
students’
to
the
detailedandimplied
information
The
relative
backwardteachingmethodscontribute
students
to
the
following
problems:
(1).Studentsunderstandand
use
complexsentenceswrongly,
understand
usereal
the
superficialmeaningofthetextwithoutin
anythingimpliedelse,andCannot
English
correctsituations.(2).Manystudents
call
understandpassages
inclasswhiletheydon’tafterclass,they
understand
littleaboutthereadingpassagesinexaminations.
feelsleepy
in
theclass
of
(3).Somestudents
concentrateon
English
reading.TheyCan
not
teacher’Sexplanations,theythinkreadingEnglishisboring.
(4).The
included,but
teacherexplainsthelanguagepointsquiteclearly,everythingimportantis
students’grades
are
low.
to
The
stimulate
uttermostgoalofEnglishreadingcurriculuminseniorhighschoolis
further
and
cultivatethe
students’interest
in
Englishlearning;geteffectivereading
learning
strategies;developtheabilityofself-learning
andcooperative
and
have
a
900d
foundationofwhole-lifestudyNowwiththe
anddevelopment.(English
ofnewCurriculum
Curriculum
is
Standards,2005)
toestablisha
implementation
Standards,iturgent
centerforpromotingstudents’comprehensivedevelopment.
1.3Purposesinchoosingthetopic
Forhighschool
students,Englishreading
2
abilityis
SO
importantthatbothteachers
and
ChapterI
Introduction
studentsspenda
lotoftimeinreadingtoimproveit.Fosteringstudents’readingabilityis
teacher's
major
workanddevelopingtheirreadingcompetencebecomesmainpartoftheir
Englishleamingperformance.
DuringthestudyofmyM.Ed
courses
inInnerMongolia
Normal
University,Ilearned
sometheories
on
language
acquisition
andlanguage
teachingresearchandIcameto
understandsomelatestreadingtheories
on
ESL&EFL,ofwhichtheinquiryteaching
closelyrelatingtotheteachingofseniorstudents’readingcame
intomy
mind.Meanwhile,
thecourseItaughtwasoneofthecourses
under
a
teachingreformwhichWasoriginatedby
the
school
authority
and
aimed
at
transforming
thetraditional
teacher-centered,
lecture-basedinstructioninto
a
morestudent.centered,competence-enhancedone.A1l
theteacherswererequiredtoconductsomecertainteachingresearches.Forthese
reasons
I
chosereadingresearchin
hi.gh
school
as
myM.Ed.thesistopic.Idecidedtoconductmy
teachingofreadingwiththeguidance
ofinquiryreaching.
1.4Thestructureofthethesis
ThisstudyisabouthowinquiryteachingCan
beappliedtoEFLreading
and
how
teachers
call
helpthe
students
activate
andimprove
theirreadingintheclasses.There
ale
fourpartsinthis
thesis.The
firstpartstatesthepurposeandsignificanceofthe
experiment;
thesecondpartisaboutliteraturereview;themirdpartisaboutthe
experimentaldesign;
thefourthpartisanalysisanddiscussionoftheresults;thefifthpartisconclusion.
3
内蒙古师范大学教育硕士学位论文ChapterIILiteratureReview
2.1Whatis
inquiryteaching?
Inquiryteachingreferstostudentsexplorewaysoflearning,makeconclusionsandsolvetheirpracticalproblemsindependentlyundertheguidanceof1
teachers.(Willis,J,
997)Thepurposeof
inquiry
teachingistochange
thesituationinwhichstudentssimply
a
receiveknowledgefromteachers,buttotransferitinlearning
situationinwhichmoreopen
environments
are
provided,thatistosayavarietyofwaysinaccesstoknowledge
areoffered,inordertoincreaseattitudestowardspractice.Inquiry
students’practice
opportunities,prompttheirpositive
learning
andlearningstrategies,andcultivatetheirinnovationand
to
teachingis
find
differencesamong
students
and
enlargetheir
differences,andthentrytomake
Inquiry
focuses
Oll
allthestudentsquite
different.Wright,Andrew,1986)
on
teaching
emphasizes
and
thepracticalapplication
the
knowledgeand
skills,
theteachingprocessandstudents’experienceswiththepractice,andstresses
thecultivationof
emotion
ability,whichisconducivetotrain
inquirytheydevelop
and
developstudents’
such
as
creation.(LuoShaoqian,2000)Throughimportantskills
or
careful
observation,reasoning,criticalthinking,andtheabilitytojustifyrefutetheexisting
knowledge.(Skehan,1996)
2.2Thetheoreticalbase
2.2.1HumanismTheoryHumanisminteachingrefers
to
student—centered
teaching,personaldevelopment,
participation—oriented,discovery(Cartier,Michale,1985)
AmericanHumanistic
learning,andrespectingstudent’Sfeelings
andaspirations.
psychologistAbrahamMaslowsupposesthateveryonehas
potential,whichdriveshimtobemoreputintoeducation,itforms
perfect,and
fulfillhis
dreams.When
the
potentialis
upon
the
humanistic
education.Humanism
concentrates
or
development
thatis
a
ofthechild’S
self-concept.Ifthechildfeelsgoodabouthim
herself
then
positivestart.Feelinggoodaboutoneselfwouldinvolve
an
understandingof
ones’
strengthsandweaknesses,and
a
beliefin
one’S
ability
to
improve.(Cook,V1996)Further,
4
ChapterllLiteratureReview
theHumanism
Theory
bases
on
thebeliefthat
adequate
freedomwillattribute
can/do/shouldmatureor”actuate”in
an
upwardor’’growingup”direction—thatthis
a
progressionofpersonalgrowth,uponreachinganoptimumlevel,resultsinmaturityand
positive
self-awareness.According
on
tothe
Humanism
Theory,a
a
student’S
success
in
learningdepends
his
growing(differentiating)from
dependent,physicallyoriented
human
beingIts
entity
toa
whole,complete,functioningand
Can
be
a
self-actuating/actuated
beliefiseveryoneis
creator.Thisformofeducationisknownas
child—centered,and
typifiedbythechildtaking
teacheris
a
responsibility
a
fortheireducationandowningtheirlearning.
disseminator,ofknowledge.(PennyUr,1988)
Thehumanistic
facilitator,not
Participatoryand
discoverymethodswouldbefavoredinsteadoftraditionaldidacticism
everythingtheteacher
(i.e.1earnparrot-fashionneeds
says).As
well
as
thechild’S
academic
thehumanisticteacheris
are
concernedwith
thechild’s
affective(or
emotional)needs.
Feelingandthinkingverymuchinterlinked.Feelingpositiveaboutoneselffacilitates
learning.(Baudains,1999)
According
to
Humanism
Theory,there
aretwopointsinfbrei印language
teaching
shouldbepaidattentionto:
(1)Openclassroom.That
atmosphere.
isto
say
teachers
provide
comfortable
language
(2)Co-operativelearning.Co-operative
affectiveaspectsoflearning,aswellasbut
also
stresses
learningnotonly
combines
cognitive
and
academic
emphasizingparticipationandactiveengagement,achievementandclearlydefinedcurricular
goals.(Slavin,2004:24-25)
Inquiryteaching
emphasizespeople-oriented,students—oriented.Duringtheprocessof
inquiryteaching,manyclassactivitiesaredesignedinaccordancewiththedifferent
students
so
astomaximizestudents’self-fulfillment.Itadvocatesdevelopingstudents’
is
creation.anditconsistent
with
humanisticeducation.
2.2.2ConstructivismTheory
What
isconstructivism?Thetermreferstotheideathatlearningis
or
an
activeprocess
inwhichlearnersconstructnewideas
conceptsbasedupontheircurrent/pastknowledge.
makedecisions,
The
learnersselectand
ona
transforminformation,constructhypotheses,and
todo
relying
cognitive
structure
SO.(Breet,E2000)
5
内蒙古师范大学教育硕士学位论文
Constructivismitselfhasmanyvariations,such
as
discoverylearning
and
knowledge
building.Regardlessofthevariety,eonstructivismpromotesstudents’freeexplorationwithin
a
givenframework
or
structure.Aspects
ofeonstructivism
can
befoundin
cognition,
self-directedlearning,transformational
learning,experientiallearning,situated
andreflectivepractice.(Bruner,1959)AsthefamouslexicographerSamuelJohnsonsaid,
“Askstudentstokickthestoneandfeelrealpainthemselves.”ItisconstructivismthatpointsoutthattheteacheractsasprinciplesforPresenting
a
facilitatorwho
encouragesstudents
to
discover
themselves
tothe
andto
constructknowledge
is
a
byworkingtosolveproblems.
US
problems
students
viewthatmayengage
inprovidingthe
and
students
withactivities,withhands—onlearning,with
thelanguage.Asfarasinstructionis
opportunities
to
experiment
shouldtry
manipulate
encourage
a
concerned,theinstructor
and
studentsmanner
to
so
discoverprinciplesbythemselves.Curriculumshouldbeorganizedin
thatthestudentscontinuallybuilduponwhattheyhavealready
spiral
learned.(Jean
Piaget,1961)Themoretraditionalformulationofthisideainvolvestheterminologyoftheactive
students(Dewey'sterm)stressingthat
thestudentsneed
todo
something;that
learningisnotthepassiveacceptanceofknowledgewhichexists”outthere’’butthatlearninginvolvesthe
students’engaging
a
withtheworld.
ConstructivismTheoryis
general
frameworkfor
to
instructionbased
uponthestudyof
cognition.Muchofthetheoryis
linked
childdevelopmentresearch,especiallythe
created
Children’s
Understanding
of
famous
Swiss
psychologistJean
is
a
Piaget.Hetypical
DevelopmentTheory,which
thoughtthatknowledge
representative
inConstructivismTheory.He
could
notbe
acceptedpassively,butactively.InConstructivism
Theory,thereare
someprinciples:
beconcemedwiththeexperiences
to
(1)Instructionmuststudents
willing
andcontexts
thatmakethe
andable
learn(readiness).structured
SO
(2)Instruction(spiralorganization).
(3)Instruction
(goingbeyondthe
mustbethatit
can
beeasilygraspedbythestudents
shouldbe
designedtofacilitateextrapolationandor
fillinthegaps
informationgiven).
Meanwhile,inquiryteachingactivitiesincludefourbasic2001)
6
elements:(Joanna
Chen,
ChapterIILiteratureRenew
(1)Students’backgroundknowledge.(2)Students’emotions.
(3)Organizationandpresentation(4)Latentmeaningin
Knowledgeis
new
ofnewknowledge;
knowledge.
intheprocessoffirstdiscussingwithothers,then
generallymastered
reflectingbysomeonehimself,solvingproblems,andfinallymakingconclusions.Hence,thetheoryprovidespowerful
supportto
inquiryteaching.
2。3TherelatedresearchesInquiryteaching
wasfirst
originatedfrombyJohnDewey’Sstrategyof‘‘learningby
had
doing'’inthe1920s.Before1909,mostshouldbeof
educatorsbelieved
thatteachingmethods
a
accomplished
mainlythroughdirectteaching,whichmadestudentstolearn
lot
conceptsandprinciplesbylistening
toteachers.In
1909,Deweyfirstcriticizedthis
saidthattoomuch
methodintheUnitedStatesFederationof
ScientificProgress.He
emphasisWas
on
theaccumulationsof
conceptsandprinciples,whilewaysofthinkingand
attitudeswerenot
givensufficient
a
attention.Itis
Dewey.sviewthatteachingisnot
a
processoflettingstudentslearnprocessoflearning
or
lotofknowledgesuchas
conceptsandprinciples,but
a
researchmethods.
as
a
From1950son,inquiryteachingisbecomingincreasinglyclear
methodin
reasonableon.Bruner
languageteaching.Mainrepresentatives
DiscoveryLearningTheory.In
are
Bruner,Schwaband
SO
putforwardthehisopinion,teachersshouldhelpstudents
discover,andmake
famous
them
takepartinthediscoveryactivities
themselves.Schwab,the
2000).111isstatementhas
educationist
inChicagoUniversity,pointed
outthat‘'Nomethodscanbebetter
than
a
beinquiryinlearning
on
process.”(National
ResearchCouncil
far-reachingimpact
theinquiryteaching.Schwabthoughtthatteachersshouldshow
scientific
knowledge
ininquiryways,atthesametimestudentsshouldlearnin
the
inquiry
ways,too.They
Following
theoreticallydemonstrated
teaching
can
reasonableness
a
of
inquiry
teaching.
Ellis(2003),inquiry
be
definedas
teaching-learningactivitythat
satisfiesthefollowingcriteria:
(1)There
is
a
primaryfocus
on
meaning;
(2)Thereissomekindof“gap”;
(3)There
is
an
independentthinkingprocessofparticipants.
7
内蒙古师范大学教育硕士学位论文
Many
researchersbothathomeandabroad
once
definedinquiryteachingindifferent
angles(Holec,1985;Dickison,1995;Littlewood,1996;XuJinfeng,2004).
Almostallofthemthinkifstudentshavetheabilityofinquirylearning,
(1)TheyCanmakeoutlearningaimsinthelightoftheirown
is,they
or
others’demands
(teachers,schools,syllabusesandsociety),that
aimsindifferentperiods,andadapttheaims
Canmakecontent;
out
different
learning
tonewlearning
(2)111eyCanknow
whatlearningcontentthey
need,andcollectthem;
are
(3)TheyCanfindsome
learningmethodswhichtheir
own
suitablefor
themselves;
choose
(4)TheyCan
environment;
control
learningtime,place
and
agreeable
(5)111eyCangiveWhat
correct
criticisms
to
theirownlearning.
ismore,inquirylanguageteachinghasbeen
stronglyadvocated
and
promoted
1989,
byworld leadinglinguistssinceearly1
980s.(Long1985,Prabhu1987,Nunan
Willis
1996,Skchan1998,Bygate&Ellis
into
2001).Thelinguisticpsychologists
success
putresearch
achievements
Project
in
languageteaching.TheofPrabhu’SCommunicationTeaching
supportof
a
secondaryschoolsin
Bangalore(Prabhu,1987)andthe
recent
findingsinthefieldofSecondEnglishteaching
LanguageAcquisition(SLA)have
minkinquiryteachingplays
a
madeitcatch.worldin
circles.They
quiteimportantrolein
language
teaching.Theyfindstudentswhohavetheabilityofinquirylearninghave
followingcharacteristics:
(1)Knowing(2)Finishing
theirownleamingstyleandstrategies;learningtasksinactiveways;
as
(3)Graspingchancespossible
tothe
as
they
can
topractice
themselves;
reading.(XiaoFei,
(4)Payingmoreattention2002).
languageaccuracy,especiallyin
Since1990s,inquiryteachinginEnglishreadingChina.TheresearchesShaoqianare
on
begantobepaidattentiontoin
it
began.Well—knownscholarsGongYafu,LiYifei
on
and
Luo
currentlyconductingnationwideresearch
all
inquiryteachinginEnglish
reading.Theobjectiveoftheresearchistodesign
appropriatebaseofTeaching
System
thatintroduces“Inquiry-basedExperimentalActivity'’.Itanalyzesteachers’teachingandthe
effects,andespeciallydiscussesthereal
R
effectiveness
inteachingreadingduringthe
Chapter1ILiteratureRenew
processofactivity.
Hereis
one
ofthepartsoftheirexperiment.Thesubjects
a
ofthestudyinvolved680
a
studentsfromtenclassesoftengradestudentsthatappliedsingleteamfor
priortest
andaftertestdesignfortenclassesof‘‘Inquiry-basedExperimentalActivity'’courseinf.01lrweeks.‘‘LearningAttitudetowards
EnglishReading'’Was
appliedfortenclassesof
readingafter
studentstoevaluatethismethodofteachingmayaffect
a
students’English
analysis
and
beforeteachingandtobecometheory.Afterbeen
majorviewpointofresearch
throughactivity
analysis
andtherelateddata,thefollowingresearchresultanddiscoveryhave
students
and
got:The
firstall,to
cooperate
withpartnersduringthelearningprocesshelps
developtheir
SO
abilities,such舔observation,creation,communication,oral
on
expressing
on;Secondly,theemphasis
inquiry-basedexperimental
activityhaspositiveeffect
forlearningattitude,readingefficiency,(includereadingspeedandaccuracy)and
vocabulary
capacity.Nevertheless,inquiry-basedexperiment
SO
showsthattheteaching
methodfocusedoncognitiveestablishment
Bycarryingoutqualitativeresearch
as
to
makestudentslearnmore.
attempttoclarifyfour
andcasestudies,they
majorissues:
(1)Understandingbasicconcepts(2)Remodelingteachers’roles;(3)Adoptinginquiryteaching
methodology
on
inquiryteaching;
andstrategies
in
Englishreading;
(4)Establishing_knowledgesystems;
ProfessorGonglists
a
fewprinciples
on
inquiryteaching:
shouldconnectwiⅡldailylife.
waysthat
(1)Theauthenticityprinciple.Readingmaterials
(2)Theform-functionprinciple.Teachingreadingin
of
make
therelationship
understandingand
usingtransparently.
(3)The
workforms
inquiry
a
dependency
principle.Aseriesofinquirytasksin
a
a
lesson
on
or
unitof
kindofpedagogicalladder,eachinquiryrepresenting
rung
theladder,
enabling
thelearnerstoreachhigherandhigherlevelsinEnglishreading.students
to
(4)Learningbydoing.Learningbydoingmotivates
fulfilltheirpotential.
Learnersimprovereadingabilitiesbyexperiencingitcommunicativelyintheclassroom,
althoughtheystillhavetolearngrammarandmemorizevocabulary.
As
mentioned
above,meyallmake
a
conclusionthatinquiryteachingplays
O
a
quite
内蒙古师范大学教育硕士学位论文
importantroleinEnglishreadinginseniorhighschools.
2.4Necessaryelementsinsuccessfulinquiryteaching
Carryinginquiryteachingis
are
a
fareasyjob,some
elementsshouldbefollowed
as
they
thebasicbuildingblocksforsuccessfulinquiryteaching.Teachershavetodotheirbest
to
promotethestudents’successbyusingthem。
1.To
changeteachingaimsintolearning
aims.Students’problems
shouldbethought
aboutwhenteachersarepreparinglessons.Thelesson,whichincludesclass
arrangements,
importantanddifficultpoints,isdesignedaccordingtostudents’basicknowledgeand
experiences.Therefore,teachingplanshouldbecorrectedasateachingandlearningplan.
Inthepast,teachingaims
emphasizedteachers’aims,thelessonWasorganized
different
in
in
teachers’view.Instead,itisquite
inquiry
teaching,itfocuses
on
students’
learning.The
teachingaimshavebeen
itisgoodto
changedintointerrogative
sentence
patternsfrom
affirmativeones,since
arouse
students’interests.
scientifically,make
full
2.Teachersshouldmakeclassdesignslearningmaterialscarefullyand
preparations,study
theprocess:
understand
allaspectsofthe
students.In
1)To
allow
students
to
to
learnbythemselvesfirstly;
2)Togetstudents
discoverandexplorelearninggoals;
exploretheinquiry
3)Toenablestudentsdiscoverand4)To
reallybe
contents;
thisway
carl
allowstudentstochoosepartners
togo
independently.Onlyin
students
allowed
intoself-study,inspirestudentstolearn,to
mobilizestudents’
learningEnglishenthusiasm.
3.Therelationship
betweenteachers’guide
andstudents’inquiryshould
bedealtwith
dialectically.Itisstressedthatstudentsshouldnotonlylistentoteachers,butalsostressedthatteachers
should
listen
to
students.Secondaryschool
thelearningare
students’uniquefeelings,
intheinquiryprocess.
personalideasandexperiencesinTeachers
on
important
needencourage
the
students
toreflect.Atthesametime,particular
emphasis
is
theinteractionbetweenthestudents’communication
advanced,thewayin
andcooperation.Ofcourse,
inquiryteachingmethodisnotthemostand
whichonlyteacher’Slectures,
students’listeningisnotbackwardandoutdatedabsolutely,itshouldnotbe
abandoned
completely.Infact,differentteaching
eachother.Anyoneof
methodsshould
complementeachotherandpromote
them
can
notbe
thrownawaywithoutconsideration,weshould
10
Chapter]/LiteratureReview
advocatediversificationofteachingmethodsandpromoteeachother.
4.Thediversityofinquiryteachingdesignsshouldbe
emphasized.Hands
needtobe
used,butitismoreimportantthatbrainsshouldbeused,too.Inquiryteachingshouldbe
opentoallstudents,and
take
care
ofindividualdifferences,whichprovideadequate
supporttoinquiryteaching.Theissueshouldbedesignedfromdailylife
and
the
needs
of
thesociety.Inaddition,inEnglishinquiryteachingprocess,teachersshouldexploreteachingwithmodern
technology(suchasmultimedia
andthe
Intemet)which
can
improve
students’inquirythinkingability,therebyimprovetheoverallqualityoftheirEnglish.
5.Performance
ofinquiryteachingis
or
a
combinationoftheuseofpreviouslyacquired
knowledgeandsolvingnewproblemscompletingspecifictasks.
IntheteachingofUnit12
askstudents:Doyoulike
The
Soundsofthe
you
as
World(senior
book
I),teachersmay
music?Whydo
like?What
musicalstylesdoyouknow?Itis
certainthatstudentsCannamesome,such
music,lightmusic
popmusic,classicalmusic,folkmusic,rock
andSO
on.Someof
themCanspeakoutthereasonsthatmusicisagood
based
their
waytocommunicatearoundtheworld.Therefore,itisnaturalforteachersto1eadthe
students
tothetext,whose
content
is
on
answers,their
is
previously
acquired
withthe
knowledge.It
cognition.
iseasierforthemtoachievenew
content.That
consistent
6.Learners’capacities
on
observation,reasoning,and
analysis
shouldbe
trainedas
wellascorrectinquirymethods
Duringdiscover.
andthe
attitudesofseekingtruthfromfacts.
inquiryprocess,teachersmust
demandstudents
to
observe,
ttlink
and
7.Challengesshouldbeprovided.Inputshouldbechallengingtofacilitateacquisition.Itischosenbeyondthelearners’level,butunderstandable.
students’
2.5Thecomponentsofinquiryteachinginreadingclass
2.5.1Students’self-learning—abasistounderstandreadingmaterials
Agoodpreparationleadstotheinterest
andenthusiasm
inleaming
a
newlesson.
Preparationprovidesthinkingfordifficulties,reducestheblindnessofgettingnew
knowledgeandimprovestheefficiency
in
gettingnew
knowledge.The
sentences
studentsare
encouragedtolookup
dictionaries,rememberexamples,make
ll
withnewwords,
内蒙古师范大学教育硕士学位论文
findbeautifulsentencesandtypicalexpressionstoimitate,circle
difficulties,and
explain
simplesentencesbythemselvesbeforeclass.Thestudents
oftheirlogic
sense
are
demandedto
takeadvantage
of
andcommon
senseto
adjust
their
understandingandjudgment
uncertainty.Students
needtosearchforrelevantinformationSO嬲to
developcontextual
thetextsinthe
assumption.Studentsprepare
ZhuXisaid:”Atthe
text’S
stepsoffast
reading-- raising
problems.
beginning
ofreading,askthe
unknown."Questionsarefrom
reading,and
toallow
text’S
studying.Fortrainingstudents’abilityofquestioning,itis
to
important
students
developgoodhabitsinpreparation,whichis
ofquestioning,suchas:newwords
to
enable
studentstounderstandthechoiceofwords
scope
and
expressions,the
andsentences
of
intexts,paragraphs,thestructureofpassagearrangements,
theclassroom,pair-work
or
aswellasthe
to
use
punctuations.In
group—work
Canbeused
improvestudents’capacitiesinfindingquestions.(Zhuxi,1999)Forexample,Unit5,
Book
I,studentsraisefollowing
questions:
DoyouknowthenamesofthetwolargeHow
islandsof
theBritishIsles?
ale
manyregions
positions.
US
are
thereinGreatBritain?What
they7.Pleasetell
US
their
geographical
Pleasetell
somethingaboutthemountainsandtheriversinGreatBritain.
ofthelongestriversinliketogoto
Which
is
one
England?
Whydopeople
Irelandfortheirholidays?
indeveloping
Therefore,agoodability
preparationisanefficientway
students’self-learning
andgettingsuitablestudymethods.It
isextremelynecessaryininquiryteaching.
2.5.2Students’exploringand
Inthis
diseovery--a
keytoensuringlearning
thereadings
are
step,‘‘Who’’,‘‘Where'’,‘‘When’’,‘‘Why'’and‘‘How’’in
makeclear.Somesimple
textscan
requested
whichis
to
a
belearntwiththeaidsofmulti.media,
well
as
goodwaytoimprove
students’readingas
listening.Forand
thosedifficult
passages,studentsareasked
toreadthetextswithquestions
atthesametimefindthe
answers.Encouraging
since
studentstoguesstheunknownwordsispracticalduringtheprocess,
a
words—guess
isalso
necessaryabilityforstudents.Testsabouttheunderstandingof
Filling,True
or
thepassages,fortheir
example,Blanks
be
Falsequestions,shouldbe
givenafter
reading.(Davis,Zhou,2006)General
ideasshould
known,meanwhile,the
1,
detailed
information,language
ChapterIILiteratureReview
featuresandwritingstylesofthepassagesmustbemorehighlighted.Thetasksinthepart
need
students’explorationin
whichcooperationandcommunication
are
are
advocated.
Discussionandcollaboration,whichtheconventionsofinquiryteaching,usuallymake
problems—solvingeasier.Teachers’explanationsareonlyforthedifficultiesandthe
problems
whichstudentsfeel
puzzled,theyare
to
refined
explanations.Moredifficult
exercisesshouldbedone,whichalerelateddeeperunderstandingofthegivenpassages,
authors’writingstylesandlanguagefeatures.
Students
can
leam
a
lotaboutEnglishlanguageas
wellasunderstand
the
implied
meaningofthepassageswhentheyareusingtheirhandsandbrainsinthisstep.Students’
real
on
experiencesareprominent.Itis
betterforlearnersto
rememberwhenthey
arestudying
their
own.(David.M.Stone,1998)In
and
theinquiryteaching,everybodyshouldbe
involved.Tellme
Iforget;ShowmeandI
English
the
teachingisalways
combined
with
remember;involvemeandIunderstand.emotionaleducation.Withregardtothispartof
understanding
on
role,teachersshouldnottrytoimpose廿leiropinionsand
students.
and
Instead,tlleyshouldleavemoreroomto
students
intermsofanalysis,understanding
kindsof
the
inference.Teachers
learnfrom
spare
no
effort
on
creating
manycooperativestudy,students
of
each
other
and
helpeachother,experiencing
sense
collective
honor
and
SUCCesS.When
teachingSavingtheEarth,Unit3.BookI,studentsdiscussthewaysof
protectingtheearth,theymaybringoutsomeunexpected
answersthat
are
morethanthe
text.
2.5.3Reflection----— agoodwaytodevelopthecompetenceoflanguageusing
Itis
a
goodwayto
take
a
reflectionafter
students’learning,becauseitknowledge,and
whetherthe
helpsteachers
knowwhetherthestudents
some
acceptthenewknowledge
is
transformed
into
skills.(WenQiufang,2004)In
are
general,self-summary,
can
group—summary
and
class—summaryincluded.Self-summary
befinished
individually,group-summaryincompetitions,andclass—summaryinpractice.
Itis
importantthatstudentshavethecompetenceofusingEnglishcreatively.After
the
deepunderstandingofthepassages,someexercisesaimingatcompetencetrainingaredesigned.Some
texts
Call
be
drilledindifferent
can
forms,such
as
dialoguemaking,
SOas
abbreviation,expansion,and
develop
somebeconsolidated
even
indrawingpictures
to
students’imagination.
13
内蒙古师范大学教育硕士学位论文
Chapterlll
Methodology
3.1Hypotheses
1.Isinquiryteachingeffectiveinimprovingthereadingmarksoftheauthor’s
students?
2.Cantheauthor’Sstudentsaccepttheinquiryteachingmethod?
3.2
Subjects
School(Classes
0703,0715,prestigious
TwoclassesfromDongLianModern
classes),
eachconsistingof61 64students,wererecruitedinthisstudyandtheresearcherWasthe
sameteacherwhoadoptedtwodifferentteachingmethods.Oneclassreceivedthe
experimentaltreatment,whiletheother
alltenthgraders.AllCompetencerandomly
wasthecontrolgroup.Thetotal125studentswere
intothisschool
throughofthis
studentsWereadmitted
2007.Sinceall
BCTs(Basic
schoolwere
inArts,
Tests)insulnnler
in19
admittedstudents
assignedclasses(excepttwoclasses,which
studentsWeregifted
English
and
theothertwo,whichweregoodat
Math&Science),theaverageproficiencyof
therest
recruitedclassesWas
score
regardedasthesame,whichWasagainproved
through
a
test,
theaveragewas97.13—-99.08inthewholegrade.InClass0703.itWas99.04;in
Class0715,itWas97.16.Thoughlittle
non—significant,Class
0703,the
controlgroup,Was
a
higherthan
Class0715(seeTable3一1).Theweeklynumberofclasshourwassame;
allthestudentshadsimilarlearningbackground.
Table3-1:ParticipantProfile
CLASS
Experiment/ControlStudentNO.Averagetest
score
07030715
Control(GroupC)
6199.046
Experiment(GroupE)
6497.166
Weekly
contacthour
3.3
Materiais
aimedto
testthepracticabilityofadifferent
Sincethisstudywas
learningmodeinthe
14
Chapter]ILiteratureRenew
presentEFLclassrooms,thesametextbookshouldthereforebeadopted.The
Senior
High
SchoolEnglishBook1waschosenwhichcontainedpurposefullyadaptedarticlesofcommunicativesyllabus.To
makethestudynaturalistic,theauthorfollowed
the
school-widesyllabusforGrade10.Theexperimentwassemester,thefirsthalfofthe2007schoolyear,andthelessonsinthebook.
conductedsecond
throughoutthewhole
halfofthe2008,withall
3.4Procedures
The
One
experimentWasconductedinDonglianModemMiddleSchoolamongSenior
for
one
students
semester.Duringthe
experimentperiod,traditionalandinquiry
authortook
a
teachingapproacheswerebeforethe
taken
inthetwo
the
differentclasses.Theexperiment.
pre—test
experimentandapost—testafter
3.4.1TraditionalteachinginEnglishreadingincontrolclass
IntheShe
controlclass,the
author
adoptedtraditionalteachingmodeinEnglish
reading.
followedthe
stepsas"askingwhole
questions —-answeringquestions - explanations
reading
summary.In
the
process,teacher-centeredWasconspicuous.The
on
comprehensionteachingWasbasedthetheoryofcode
model.The
authorofferedexplanationsof
studentsreadingmaterialsrequired
tobereviewed
first,followedbysome
language
points
anddifficultsentences.And
theteachingprocessfinally
winded
upwith
somequestionstobeansweredbystudents.
Accordingtothetheoryofcodemodel,themerelytheabstractmeaning
sentences…theformulated
of
codesprovide
of
generatedbythe
combination
semanticrepresentations
ofreal
a
words,sentencessentencesCan
andgrammarrules.Freefromthe
confinement
contexts,these
method
never
havenumerous
potentialinterpretations.Decodingas
disclosesthewriter’Srealposition,propositionalattitude,andtheimplicatedmeaning.
That’S
whystudents
al
e,moreoftenthan
not,SO
frustratedtothe
inferential
typeof
questions.
3。4.2Detailedmodule
ofinquiry
teachingin
Englishreading
in
experimentclass
TheinquiryteachingWasappliedintheexperimentclassinthewayofmaking
studentsStudents
completinglearningaimsviaprovidinghad
a
themreal
life,learningandworkingtasks.
as
lotofthingstodo,theytookpartindifferentactivitiesaswell
15
joined
in
内蒙古师范大学教育硕士学位论文
somediscussionswithinthewholeteachingprocess,includingLead—in,Text-learningandAssignment.Allofthemwerebusyinfindingandachievingnewknowledge.Theyhadthe
SenSe
class:
of
Success
inthe
process.The
followingiswhattheauthordidinthe
experiment
1.Pre—reading.ItWasthefirstphaseofeachlesson.Togetfamiliarwithvocabulary,a
vocabulary
test
wasalways
performed,itwascarried
outas
a
check.upof
the
previously-assigned
homework(The
vocabulary-checkinghomeworkWasalways
assigned
priortothesecondstagetofreestudentsfromtheheavyburdenofliteralunfamiliaritywhentheywerefulfillingthepre。readingactivities,suchasknowledge
while-readingtasks);thenprediction
fromtitle
or
a
warming-upstageviavm'ious
keyillustrations,activatingexisting
and
sharingpersonal
a
experiences.Here
is
an
example
ofaLead.in.Theauthor
began
thislessonwith
puzzle.(Unit4,BookI,ReadingAdvertisements).
on
Taskl.Now,somesloganswillbeshownthescreen.Read
them
loudly
and
translatethem
(1).Enjoy
into
Chinese,thentell
theclasswhattheystandfor.
Coca Cola.
(2).Communicationunlimited.(3).Just
doit.
thingsbetter.
(4).Let’Smake
(5).Intelligenceeverywhere.Studentsrealizedthatthey
wereadvertisementsafter
reading.Theywanted
tofind
moresincethecontentwasveryinteresting.Thentheauthorshowed
thetitle—.
Advertisements,itWas
combinedwell.
Inthisshould
naturaltogo
on
thenext
phase.Thetopicandreallifeare
phase,students’learningaimswereshownbecausetheauthorthoughtstudents
know
whatgoalstheywereexpectedtoachieve,whattheyshould
pay
attention
to
as
duringtheprocessoftextlearning.The
all
learningaimswereusuallyshowninquestions
4,BookI,Our
theyweremorechangeable.Hereis
example.Unit
Home,(Table3.2).
Table3-3:Acomparisonbetweentraditionallearningaimsandinquirylearningaims
16
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