摘要:本文是高中英语教学论文,本研究旨在对高中英语课堂,这是应用HST的理论和研究,对ln1shs案例研究。为了探索这个学校的HST在英语课堂中的作用,提出了以下问题:首先,可以提高学生的英语HST的学术成果?其次,可以HST唤醒学生学习英语的兴趣呢?
the low-learning-capacity students can learn from the suitable curriculum and explanation.”
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2.2 Theoretical elements of ST
The researcher of this thesis will construct the theoretical elements for the present paper including the zone of proximal development theory, the Krashen’s input hypothesis and the affective filter hypothesis, the individualized principle, the mastery learning and the optimization of teaching process theory in the chapter. The constructivism includes the zone of proximal development theory (ZPD) as one of its most significant parts. The school of cognitive psychology has the constructivism as a branch. After the behaviorism and the cognitivism, the theory of educational psychology occurs. The construct is called a kind of process, which the learners reuse the two-method interaction among the new knowledge and the old knowledge and the experiences to develop and regulate the structure of their experience continually. The students understand the now knowledge according to the old knowledge and the experiences in the course of constructing. “The learners will not abstract simply and put into use automatically the old knowledge and the experiences, but to regulate and reform them on the basis of the new experiences” (in Zhang 2007:7). “There is the very rich information in the constructivism theory, but its heart can be described only by one sentence: a learner-centered, stressing the student’s positive exploration, the positive discovery and the positive construction of significance for the knowledge” (Jin 2006:16).
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Chapter3 Research
methodology ......... 18
3.1 Research questions ........ 18
3.2 Research participants ..... 18
3.3 Sample teaching ............ 19
3.4 Instruments ........ 23
3.5 Procedure of the experiment ...... 25
3.6 Data collection ............... 42
3.7 Data analysis ...... 43
Chapter 4 Data analysis and discussion ........... 44
4.1Data analysis and discussion of the pre-test of EC and CC ........ 44
4.2Data analysis and discussion of the post-test of EC and CC ...... 45
4.3 Data analysis and discussion of the pre-test and the post-test of EC..... 46
4.4 Data analysis and discussion of the pre-test and the post-test of CC .... 48
4.5 Comparison of each group revealed in the pre-test and the post-test of EC ...... 49
4.6 Data analysis and discussion of the pre-questionnaire and the post-questionnaire ....... 53 Chapter 5 Conclusion .............. 57
5.1 Main findings .... 57
5.2 Limitations of the research ........ 58
5.3 Suggestions for the future .......... 59
Chapter 4 Data analysis and discussion
This chapter consists of the following parts: the data analysis and discussion of the pre-test and the post-test of
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