基于学科核心素养的项目式教学在高中英语阅读教学中的推广探讨

发布时间:2022-07-05 21:14:54 论文编辑:vicky

本文是一篇英语论文,本研究基于项目的学习可以更成功地激发学生的阅读动机,提高他们的阅读兴趣。学生对英语阅读的态度正逐渐变得更加积极。基于项目的学习方法允许学生通过基于现实生活主题或我们所说的情境的特定项目进行学习。

Chapter 1 Introduction

1.1 Research Purpose

The  project-based  teaching  method  differs  significantly  from  typical  English reading instruction. It treats students as the center of attention in the classroom and encourages  them  to  take  initiative.  To  begin  with,  project-based  learning  allows students to work in groups to complete projects or mini-projects. It can be used to test students’ abilities to cooperate and innovate during this process. Second, students in senior high school are capable of doing project-based learning. Students’ ability to innovate and think can be improved by continuing to develop new knowledge and abilities in the light of the original knowledge framework. Finally, the project teaching method  can  also  improve  students’  ability  to  collect  and  process  information  and improve students’ comprehensive ability. 

As a result of the drawbacks of traditional teaching techniques, this study aims to adapt the project-based teaching method to the teaching of English reading in senior high schools, so as to explore the effectiveness of project-based teaching method in cultivating students’ reading ability, and core competences in the long run as well.

Within the  post-epidemic  period,  this  study  aims  to enrich  front-line  teachers’ teaching resources and cases of project-based reading teaching based on students’ core competences, provide students with a self-paced learning environment and effectively cultivate  their  abilities  in  different  aspects. This  research  will  present a  number of feasible  lesson  designs  for  front-line  teachers.  This  study  also  attempts  to  address practical and potential issues by examining the status quo of English reading instruction in senior high schools. 

1.2 Research Significance

This study is both theoretical and practical in nature. 

On one side, there aren’t enough studies on the PBL of senior high school English catering to the current post-epidemic period. This study will broaden the researches on the innovation of the current  reading teaching mode by  pointing to mini-project in reading teaching.

On the other side, this study is propitious to enrich the teaching resources and provide feasible teaching cases for elementary education. Teachers’ professional growth will be boosted, and students’ learning styles will shift from passive reception to active exploration.

英语论文怎么写

Chapter 2 Literature Review

2.1 Theoretical Framework

The  part  gives  a  map  of  the  theoretical  bases  of  this  study,  which  are constructivism, activity-based approach, and theory of multiple intelligences.

2.1.1 Constructivism

Piaget, a Swiss psychologist, was the first to propose constructivism, often known as  structuralism.  This  theory  promotes  learner-centered  learning  with  teachers’ assistance.  Knowledge, according to the view of knowledge, is objective,  and  it is obtained by learners through active meaning construction under the background of existing experience. According to the learning approach, which stresses that students themselves  are  active  constructors  rather  than  passive  consumers  of  knowledge, learning is a process in which students actively develop their own knowledge structure in a given context. Teachers, according to the teaching viewpoint, are facilitators and advocates of meaning formation rather than direct knowledge producers. It emphasizes that teachers are the guides of the teaching process and students are the initiators of meaning construction in the teaching process. Therefore, the design and application of English listening and speaking teaching activities in  senior middle school based on hybrid  teaching  should  follow  the  constructivist  learning  theory.  (Vygotsky  1978) Teachers  should  reconsider  their  teaching  methods,  always  placing  students  at  the center, taking into account their prior knowledge and experience, creating situations in a  reasonable  manner,  guiding  learners  to  actively  involve  themselves  in  classroom activities, and giving full play to students’ subjective initiative. 

2.2 Research on Reading Teaching at Home and Abroad

Varied scholars have different emphases when it comes to the research on reading teaching.

2.2.1 Research on Reading Teaching at Home

By amassing a variety of documentaries concerning English reading teaching, it can be found out that the existing domestic reading teaching is primarily investigated from three stages. From the late 1980s to 2004, it belongs to the initial stage of English reading teaching research. Between 2005 to 2010, domestic scholars paid increasing attention to reading instruction, so the researches on English reading increased rapidly in these five years. Since 2011, the pace of research on English reading instruction has slowed. 

First,  there  exist  researches  on  the  model  of  reading  theory.  Early  scholars discovered that the interaction model is a more scientific English reading instruction model after studying foreign reading theory frameworks. In the 21st century, many scholars  are  beginning  to  study  the  discourse  teaching  model,  concluding  that  the discourse teaching model is beneficial for learners to enhance their English reading skills. Wang Dongping, Pang Guanli and Feng Jing (2021: 90-96) constructed a new model of English reading teaching based on the post-epidemic era. She believes that online  “literature  circle”  English  reading  teaching  model  can  give  full  play  to advantages of the Internet Age, help innovative practice take root, and improve students’ reading interest and literacy. It is critical to modernize the English reading teaching instruction.  How  to  effectively  utilize  the  Internet  plus  education  online  resources reading class is a realistic issue that the education sector must confront. Wang Duqin (2014) constructed a new model of English reading teaching. She believes that one teaching model is not enough for different learning materials. Therefore, she proposes to combine the characteristics of discourse analysis theory and schema theory and apply them to different materials, so that both can give full play to their own strengths and significantly  foster  learners’  reading  literacy.  Liu  Runqing  (2003:  1-5)  proposed  a “three-dimensional thinking” model based on the relevant theories of reading essence, schema theory and cognitive psychology, which is mainly aimed at English majors. In view of the speculative absence of English majors, Wang Duqin (2014) established a schema interactive visualization model to be applied to English reading teaching, so as to improve students’ speculative ability. 

Chapter 3 Research Methodology .................................... 20

3.1 Research Questions .................................... 20

3.2 Research Participants .................................. 21

3.3 Research Instruments ............................................. 21

Chapter 4 Results and Discussion .................................. 44

4.1 Results of Tests and Discussion ....................................... 44

4.1.1 Independent Sample T-test of the Pre-test Scores ............................... 44

4.1.2 Independent Sample T-test of the Post-test Scores ............................. 45

Chapter 5 Conclusion .................................. 66

5.1 Major Findings ................................................. 66

5.2 Pedagogical Implications ........................................... 67

Chapter 4 Results and Discussion

4.1 Results of Tests and Discussion

Both pre-test and post-test are conducted in order to see whether project-based learning can effectively enhance learners’ reading ability.

4.1.1 Independent Sample T-test of the Pre-test Scores

A comparative analysis is made in this chapter by conducting the  independent sample t-test on the pre-test results of class 2 of senior one of the experimental class (EC) and class 1 of senior one of the control class (CC). See Table 5-1 and table 5-2 for the specific analysis results.

英语论文参考

It can be seen from Table 4-1 that the average scores of the two classes are similar, but the standard deviation is different, indicating that most of the students’ scores of the two classes are quite different from the average. What’s more, it can be indicated from Table 5-2 about the independent sample t-test of the experimental class and the control class that the value of t is -0.106, and the value of sig is 0.157, which is greater than 0.05, indicating the homogeneity of variance. At the same time, the value of sig. (2-tailed) is 0.916 above 0.05, indicating that there is no significant difference between the two classes.

Chapter 5 Conclusion

5.1 Major Findings This study seeks to apply the project-based learning technique to English reading teaching  in  senior  high  school  based  on  the  experiment.  The  data  analysis  and discussion have yielded significant research findings.

To  begin  with,  project-based  learning  can  more  successfully  drive  students’ reading  motivation  and  improve  their  reading  interest  than  traditional  teaching approaches. Students’ attitudes towards English reading are gradually becoming more active. The project-based learning method allows students to learn through specific projects based on real-life themes, or we say situations. Students’ learning objectives are pretty clear, and their learning interest is greatly improved. Students can design the project catering to their interest through group cooperation, so they are more motivated in English learning. During the implementation of the project, students often feel the joy of success, which further enhances students’ interest in English reading.

Secondly, project-based learning method can more effectively foster senior high school learners’ English literal comprehension. The average score of the experimental class is significantly higher than that of the control class, which reflects that the project-based learning method is suitable for English reading instruction within senior high schools. The results of the pre-test and the questionnaire before the experiment show that the students in the two classes have the same level and similar learning habits before the experiment. However, after a four-month teaching experiment, through the analysis  of  the  results  of  the  post-test  results  and  the  questionnaire  data  after  the experiment, it is found that the experimental class applying the project-based teaching method  has  made  great  progress  in  English  reading  comprehension. Although  the control class has made some progress after four months of study, it has little effect compared with the experimental class. 

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