【作者】 余龙基；

【导师】 傅翀； 肖庭生；

【作者基本信息】 信阳师范学院 ， 教育硕士（专业学位）， 2023， 硕士

【摘要】 传统的英语阅读教学在培养学生读写能力上有着不可忽视的作用,但仍然存在一些不足,如部分学生的阅读兴趣不高,缺乏一定的阅读策略,学生的学习较被动等,此外,学生还习惯于传统的教学模式,对教师使用母语进行阅读教学有所依赖,学生缺乏用英语分析问题和解决问题的能力。PBL教学法是一种以学生为导向的教学方法,重视问题情境,鼓励学习者相互合作找到问题的答案,培养学生对知识的整合及应用能力。本研究旨在探讨如何基于PBL教学法进行高中英语阅读教学,并试图回答以下三个问题:(1)PBL教学法对学生英语阅读兴趣有怎样的影响?(2)PBL教学法对学生阅读策略有什么影响?(3)PBL教学法对学生用英语分析问题和解决问题能力有什么影响?本研究结合乔玉玲和郭丽萍(2011)的PBL教学法实施流程和英语学习活动观,构建了适合本研究的教学设计。在此基础上,笔者在息县某高中开展了15周的两轮行动研究。研究采用问卷、访谈和教学日志的研究工具收集数据,利用SPSS25.0对问卷数据进行分析。在对调查问卷的数据、访谈和教学日志进行分析之后,研究发现:(1)基于PBL教学法的高中英语阅读教学提高了学生的阅读兴趣。通过前后问卷的数据分析来看,学生更喜欢上英语课,甚至会主动阅读课外的英语材料,学生在访谈里也谈到自己的英语阅读兴趣有所提高。(2)基于PBL教学法的高中英语阅读教学使学生掌握了一定的阅读策略。具体可以体现在学生在访谈中表示自己掌握了一些泛读、略读等阅读技巧。在教学日志里也有记录学生可以根据不同类型的问题采用不同的解题策略。但是问卷结果显示,基于PBL教学法的英语阅读教学对学生根据前后文语境推断生词含义的阅读策略未产生积极影响。(3)基于PBL教学法的高中英语阅读教学总体上对培养学生英语分析问题和解决问题的能力产生积极影响。通过前后问卷的数据分析来看,学生在阅读活动使用英语的机会更多,会和同学积极讨论并用英语分析和解决老师提出的问题。但是,一些学生仍旧缺乏用英语分析和解决老师提出的开放性问题的能力。教学日志和学生访谈分析可以看出学生使用英语参与问题探究活动的意识增强。本研究可以得到以下教学启示:在阅读教学中,教师应该给予学生及时有效的反馈;教师在设置问题情境时,问题情境的设置要考虑到学生的学习特点和认知水平;教师阅读教学过程中积极采用英语授课,培养学生英语思维。更多还原

【Abstract】 Traditional English reading teaching has a non-negligible role in developing students’ literacy skills,but there are still some shortcomings,such as some students’ low interest in reading,lack of certain reading strategies,students’ learning is more passive,etc.In addition,students are also accustomed to the traditional teaching mode,relying on teachers to use their mother tongue for reading teaching,and students lack the ability to analyze and solve problems in English.The PBL teaching method is a student-oriented teaching method that places emphasis on problem situations,encourages learners to work with each other to find answers to questions,and develops students’ ability to integrate and apply their knowledge.This study aims to explore how to teach English reading in senior high school based on the PBL teaching method and attempts to answer the following three questions:(1)What is the effect of applying the PBL teaching method to high school English reading teaching on students’ interest in reading?(2)What is the effect of applying the PBL teaching method to high school English reading teaching on students’ reading strategies?(3)What is the effect of applying the PBL teaching method to high school English reading teaching on students’ ability to analyze and solve problems in English?This study combines Qiao Yuling and Guo Liping’s(2011)PBL implementation process and English learning activity view to construct an instructional design suitable for this study.Based on this,the author conducts two rounds of action research in a high school in Xixian County for 15 weeks.The study uses the research tools of questionnaires,interviews and teaching logs to collect data,and SPSS 25.0 is used to analyze the questionnaire data.After analyzing the data from the questionnaires,interviews and teaching logs,the study finds that:(1)Teaching English reading based on PBL teaching method has increased students’ interest in reading.The data analysis of the pre-questionnaires and post-questionnaires shows that students enjoy English classes more and will even take the initiative to read English materials outside of class,and students talk about their increased interest in reading English in their interviews.(2)Teaching English reading based on PBL teaching method has enabled students to master certain reading strategies.This can be reflected in the fact that students indicated in the interviews that they have mastered some reading skills such as general reading and skimming.It is also recorded in the teaching log that students can use different problem-solving strategies according to different types of questions.However,the results of the questionnaire show that the PBL-based English reading teaching does not have a positive impact on the students’ reading strategies of inferring the meaning of words based on the context.(3)Teaching English reading based on PBL teaching method in senior high school has generally had a positive impact on developing students’ ability to analyze and solve problems in English.Analysis of the data from the pre-questionnaires and post-questionnaires shows that students use English more often in reading activities,actively discuss with their classmates and analyze and solve questions posed by the teacher in English.However,some students still lack the ability to analyze and solve open-ended questions posed by the teacher in English.Analysis of the teaching logs and student interviews shows an increased awareness of the use of English to engage in problem-solving activities.In this study,the following pedagogical insights can be drawn: in reading teaching,teachers should give students timely and effective feedback;when setting up problem situations,teachers should take students’ learning characteristics and cognitive level into account;teachers actively use English in the process of reading teaching to develop students’ English thinking.更多还原