【作者】 杨阳；

【导师】 孙南南；

【作者基本信息】 沈阳师范大学 ， 学科教学（英语）（专业学位）， 2024， 硕士

【摘要】 《普通高中英语课程标准(2017年版2020年修订)》强调“活动”是英语教学的核心。课堂活动是在教学过程中形成特定方法的重要手段,也是学习者通过使用语言、形成文化意识、发展多元化思维和发展能力来表达意义的重要手段。在“英语学习活动观”理念指导下,应该设计出学生位于课堂的中心,在课堂教学活动中学习新的语言知识,将所学语言知识运用到实际当中,形成该有的语言技能,还要理解文本当中蕴含的文化知识,了解文化内涵和文化差异,养成正确的价值观,形成情感态度积极向上的英语课堂。复旦大学张学新教授提出的对分课堂教学模式将课堂分成三部分,同时实现三种课堂学习方式:教师授课、学生自主学习和小组讨论。本研究基于分层教学的对分课堂教学模式应用于高中英语阅读教学中,以学生为中心,运用问卷调查法、实验法、访谈法、课堂观察法,探索该模式在高中阅读课程中的教学效果,并尝试回答以下三个问题:(1)基于分层教学的对分课堂教学模式对学生阅读兴趣有何影响?(2)基于分层教学的对分课堂教学模式对提高高一年级学生阅读成绩有何影响?如果有影响,对不同阅读题型的影响呈现怎样的特点?(3)教师对基于分层教学的对分课堂教学模式的实施建议有哪些?本研究的研究对象是辽宁省葫芦岛市第八高中高一2班和3班的80名学生,其中2班为实验班运用基于分层教学的对分课堂教学模式,3班为对照班运用基于分层教学的Pre-reading,While-reading,Post-reading(PWP)阅读教学模式,进行了为期三个月的教学实践,通过SPSS 21.0软件对前后测问卷和阅读测试的数据进行比较分析。研究结果表明:基于分层教学的对分课堂教学模式应用后,通过对学生的问卷调查发现基于分层教学的对分课堂教学模式能够提高学生的阅读兴趣;通过对前后阅读成绩的对比分析,可以发现该教学模式能够有效提高学生的阅读成绩;与此同时,教师对该模式在高中英语阅读教学的实施提供了宝贵的建议。更多还原

【Abstract】 The English Curriculum Standards for High School(2020)emphasizes that "activities" are the core of English teaching.Classroom activities are important means of forming specific methods in the teaching process,and also important means for learners to express meanings by using languages,forming cultural awareness,developing diversified thinking,and developing abilities.Guided by the concept of "English learning activity view",an English classroom should be designed where students are at the center of the classroom,learning new language knowledge through classroom teaching activities,applying the learned language knowledge to practice,forming the necessary language skills,understanding the cultural knowledge contained in the text,understanding cultural connotations and differences,and then cultivating correct values and forming a positive emotional attitude.Presentation,Assimilation,Discussion(PAD)Class proposed by Professor Zhang Xuexin of Fudan University divides the classroom into three parts and simultaneously achieves three types of classroom learning methods: teacher’s lecture,student autonomous learning,and group discussion.This study is based on the application of PAD Class based on the stratified teaching in high school English reading teaching.With a student-centered approach,questionnaire survey,experimental method,interview method,and classroom observation method are used to explore the teaching effect of this model in high school reading courses,and attempt to answer the following three questions:(1)What is the impact of PAD Class based on the stratified teaching on students’ reading interest?(2)What is the impact of PAD Class based on the stratified teaching on improving the reading performance of first-year high school students?If there is an impact,what are the characteristics of different reading question types?(3)What are the suggestions for teachers to implement PAD Class based on the stratified teaching? The research subjects of this study were 80 students from Class2 and Class 3 of the 8th Senior High School in Huludao City,Liaoning Province.Class 2 used PAD Class based on the stratified teaching as the experimental class(EC),and Class 3 used a Pre-reading,While-reading,Post-reading(PWP)based on the stratified teaching as the control class(CC).A three-month teaching practice was conducted,and the data from the pre-test and post-test questionnaires and reading tests were compared and analyzed using SPSS 21.0 software.The research results indicate that after the application of PAD Class based on the stratified teaching,through a questionnaire survey of students,it was found that PAD Class based on the stratified teaching can improve students’ reading interest;Through comparative analysis of reading scores before and after,it can be found that this teaching model can effectively improve students’ reading scores;At the same time,teachers have provided valuable suggestions for the implementation of this model in high school English reading teaching.更多还原