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支架式教学模式下高中英语听力教学实证研究 [2]

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-08-21编辑:lgg点击率:4224

论文字数:38120论文编号:org201308211500344520语种:英语 English地区:中国价格:$ 66

关键词:支架式教学模式最邻近发展区英语听力教学高中

摘要:传统的英语听力教学的主要目的是通过考试。在传统工商业的听力教学,学生缺乏主观动机。他们没有自己的全面发展,不愿参与课堂活动。

l in listening, they can notunderstand the meaning while at a normal and natural speaking speed, which finallydiscourages them and makes them lose their confidence in learning listening. It is veryimportant for English teachers in a senior school to fully develop students' subjectivejudgment in teaching practice, and gradually encourage students to improve the ability ofEnglish speaking through the effective methods. The critical period of studying English is inthe senior high school. If the students can lay a good foundation in senior high school, it willbenefit them to study English well in the future. As a teacher, how to successfully completethe listening teaching task is especially important and difficult. Both teachers and students'have long been affected by traditional English listening teaching methods. Listening teachingmainly adopts the procedures through a kind of teaching media and teacher-centered teachingmethod with students listening to the tape, answering the teachers' questions, doing theexercises, and finally teachers improving and evaluating the students' answers. Teachersalways repeat the listening materials monotonously, which makes students feel that thelistening lessons are mechanical and boring. As a result, students are lack of the learningenthusiasm. Some listening lessons have become the lessons for listening testing, whichmakes students depressive and inactive, and the teaching effect is not remarkable. Student'sautonomy and initiative have not been fully mobilized. In this case, more and more attentionis being drawn to new teaching methods to improve listening efficiency in EFL. It is nowcommonly acknowledged that scaffolding instructional model can effectively enhancelearners' listening proficiency. In this thesis the writer attempts to validate the effectiveness ofscaffolding instruction model in a senior high school through an empirical study.


Chapter Two Literature Review


In this chapter, the writer mainly introduces scaffolding instructional model that concernswith the definitions, functions, characteristics. And then it shows theoretical foundations ofscaffolding instructional model, which includes constructivism, ZDP theory. Finally the writersummarizes the pervious studies about scaffolding instructional model.


2.1 Scaffolding Instructional
The term scaffolding, which has been used since the 1300s, is defined as "temporaryframework of platforms and poles constructed to provide accommodation for workmen andtheir materials during the erection, repairing or decoration of a building"(1998,Oxford EnglishDictionary, New York: Oxford University Press).


2.1.1 Definitions of Scaffolding Instructional
Scaffolding instruction as a teaching strategy comes from Lev Vygotsky's socioculturaltheory and his concept of the zone of proximal development (ZPD). Vygotsky definesscaffolding instruction as the "role of teachers and others in supporting the learner'sdevelopment and providing supporting structures to get to the next stage or level" (Raymond,2000,p.176). On the basis of Vygotsky' opinion, a more acquainted person offers scaffoldingsor supports to promote the learner's development in scaffolding instruction. In the class,scaffolding instruction playing an important role as an expert offers temporary support tolearners to "help bridge the gap between what the learners knows and can do and what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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