学案导学教学模式在初中英语阅读教学中的应用 [4]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-08-11编辑:lgg点击率:7041
论文字数:38942论文编号:org201708082011226610语种:英语 English地区:中国价格:$ 66
关键词:英语阅读论文学案导学教学模式自主性英语阅读
摘要:本文是英语阅读论文,笔者认为随着新课程改革的深入发展,要求教师改变当前英语课堂的教学模式,集中精力于转变学生的学习方式,使学生变为积极独立的学习者,从而提高课堂学习效率,培养学生自主学习能力。
ore and after the application of the guided learning plan teaching model. The purpose of pre-questionnaire is to have a preliminary understanding of students’ learning autonomy in both two classes. The post-questionnaire is to find out whether the students’ learning autonomy changed since the different teaching approaches are used in EC and CC. In this study, 36 students in CC and 38 students in EC are investigated before and after the experiment. There are totally 148 questionnaires distributed and 148 valid questionnaires are handed back. The statistical results of the investigation are listed in detail in the following tables.
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Conclusion
In this chapter, the author first attempts to show the major research findings of the present experiment, and then states its implications on reading learning for junior high school students. The implications are proposed in the perspective of designing and implementing reading guided learning plan. In the following part of this chapter, the author points out the limitations of this research. At last, the suggestions are presented in order to enlighten the further study. After a semester’s application of guided learning plan teaching model in junior high school English reading teaching, it can be found that guided learning plan teaching model has a great deal of advantages, at the same time, the guided learning plan teaching model still need continual improvement. The following findings can be summarized by analyzing the data and results of the tests, questionnaires, and interviews in the experiment. Firstly, the guided learning plan teaching model can promote students’ learning autonomy in English reading learning. By analyzing the results of the questionnaire, it can be seen that more students than before are guided to make learning schedule, to participate in class tasks actively, to arrange their own learning time, and to be responsible for themselves. What’s more, before reading, they set goals and make arrangement; while reading, they can use reading strategies; after reading, they can evaluate their learning results. Hence, autonomous learning ability lays a solid foundation for other skills of English learning, even life-long teaching.
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Reference documents (omitted) 
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