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论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2022-01-05编辑:vicky点击率:1922
论文字数:38555论文编号:org202112141524418743语种:中文 Chinese地区:中国价格:$ 33
关键词:初中英语教学论文
摘要:本文是一篇初中英语教学论文,本研究在建构主义学习理论、合作学习理论和情境学习理论的指导下,在太原市山西现代双语学校进行了为期16周的研究,旨在探讨基于问题的学习模式在英语阅读教学中的应用效果。
4.1.1 Data analysis and discussion of questionnaire on reading interest in EC
Question 1~20 is about reading interest. Reading interest mainly includes three sub-dimensions:reading motivation (Q1~Q7), reading emotion (Q8~Q15) and reading spent time (Q16~Q20).Paired samples t-test is investigate to the students’ reading interest between pre-questionnaireand post-questionnaire in EC. The result is as follows.
Chapter Five Conclusion
5.1 Major findings
Under the guidance of constructivist learning theory, cooperative learning theory and situatedlearning theory, this study conducted a 16-week at Shanxi Modern Bilingual School in Taiyuan,which purpose is to explore the application effect of the Problem-Based Learning model inEnglish reading teaching. According to the tests, questionnaires and interview, the major findingscan be summarized as follows:
Firstly, according to the statistical results of the questionnaire and the interview analysisof the students, it is shown that students’ interest in English reading has improved to a certainextent, their reading volume has been increased, and the subject matter of reading articles is alsomore extensive. They take the initiative to find some English-related extra-curricular readingmaterials to read. They spend more time on English reading. It can be clearly shown by theanalysis of post-questionnaire and the student’s interview in the experimental class.
Secondly, by comparing the results of the questionnaires before and after, and analyzingthe interview situation of students, it can be concluded that PBL model in English readingteaching can cultivate students’ autonomous learning ability. Students have enhancedautonomous learning ability, think more actively, use a variety of ways to collect information,and think about problems from multiple perspectives. And they will monitor their learningresults.
Thirdly, the analysis of English reading scores shows that the Problem-Based Learningmodel is applied to English reading teaching. The statistical results and analysis of pre-test andpost-test show that the Problem-Based Learning model can improve students’ English readingscore in English teaching. Pre-test results showed that EC and CC have no significant differencein English reading scores. The post-test results show that the average English reading score ofthe experimental class was nearly 2 points higher than that of the control class. The students inthe experimental class have made some progress. From the results it can be concluded that theProblem-Based Learning model in English reading teaching has a better effect on enhancing students’ English reading scores than traditional reading teaching.
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