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运用问题链培养思维能力的高中英语阅读教学实验探讨

论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2024-08-06编辑:vicky点击率:70

论文字数:52555论文编号:org202408011547361437语种:英语 English地区:中国价格:$ 66

关键词:问题链教学模式英语阅读思维能力

摘要:本文是一篇阅读理解论文,本研究尝试将问题链教学模式应用于英语阅读教学中,结合学生实际情况探索问题链教学模式对高中生阅读理解能力和思维能力的影响。

本文是一篇阅读理解论文,本研究发现,受试高中学生的思维能力现状水平较低。经过实验研究后,实验班的思维倾向量和阅读测试题的总体得分和各个维度的得分均显著高于对照班,这说明问题链教学模式在高中英语阅读教学中对学生的思维能力有促进作用。其次,该教学模式还提高了学生的英语阅读成绩和阅读理解能力,从而验证了其在教学实践中的有效性。

Chapter 1 Introduction

1.1 Research Background

The research is carried out on the basis the requirements of The English Curriculum Standard for Ordinary Senior High Schools (2017 Edition) and the careful research on the reality of Senior High School English reading teaching.

1.1.1 Curriculum Requirements

The English Curriculum Standard for Ordinary Senior High Schools (2017 Edition) outlined the specific objectives of fostering students’ thinking abilities. The main manifestations are the identification and analysis of specific linguistic and cultural phenomena, the classification and integration of information, the formulation of novel concepts, the reasoning about the logical relationships between different types of data, the objective evaluation of different points of view, the creative expression of one’s ideas, and the development of a diversified way of thinking that promotes creative thinking. These are also the core literacy to be cultivated in English language teaching. Core literacy has been a significant indicator of cultivating talents, a concentrated manifestation of the value of education. Teachers can cultivate students’ core literacy in English through strengthening English reading, which can promote their good thinking abilities. Improving students’ thinking abilities is essential to enhancing their ability to analyze and address challenges. This, in turn, equips them with the ability to view the world from an intercultural perspective and to accurately assess the value of things.  

1.2 Research Purpose

阅读理解论文怎么写

Generally, this research aims to apply the question chain teaching mode to high school English reading teaching, and to explore in depth the mutual influence between it and the improvement of students’ thinking abilities and reading comprehension abilities. The question chain teaching method underscores the sequencing, coherence, and structure of the classroom, integrating students’ learning, teachers’ pedagogical approaches, and curriculum content cohesively to underscore students’ active learning role and foster the synergistic relationship among the three elements, infusing fresh vitality into the educational landscape. Furthermore, this study expects to further verify the scientificity and practicability of the question chain teaching mode through empirical data, aiming to offer valuable educational insights and strategic backing for high school English reading teaching.

Chapter 2 Literature Review

2.1 Question Chain

Although scholars have not yet reached an agreement on the definition of question chain, it can be found that they tend to define the term in three primary dimensions. First, it is a kind of questioning skill; second, it is a teaching strategy; third, it is an instructional method. 

In the first place, the question chain is considered to be a questioning skill aimed at promoting students’ thinking abilities. Zhou Lin (2022:103) suggests that questions serve as pedagogical tools for teachers to structure activities and support students’ learning. Questions play vital论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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