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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:2022-06-11编辑:vicky点击率:899
论文字数:44252论文编号:org202206061150363051语种:英语 English地区:中国价格:$ 66
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,本研究具体阐述了初中批判性阅读教学的实验过程,并对实验结果进行了详细的分析和讨论。最后,发现批判性阅读教学在初中的应用有效地培养了学生的批判性,提高了学生的阅读能力和阅读接受度。因此,批判性阅读教学可以作为一种合适的方式,更好地满足学生批判性思维和阅读理解的发展。
本文是一篇初中英语教学论文,笔者认为阅读教学一直是初中英语教学中最重要的课堂。虽然课程改革已经进行了多年,但许多教师可以在阅读课上有意识地使用一些阅读策略,帮助和培养学生在阅读过程中获取信息的能力,丰富学生的阅读体验,然而,这种变化并不是短期内实现的。
Chapter I Introduction
1.1 Research Background
During the progress of deepening the new curriculum reform, the development of thecore literacy of the English subject has become the general goal of the New EnglishCurriculum Standards, and it is also an inevitable requirement of social progress. How toconduct the core literacy of the English subject based on the comprehensive language abilitytraining is the key issue which has been discussed in the current English teaching researches.As one of the four elements of the core literacy of the English subject, thinking quality refersto the ability of thinking in terms of logic, criticalness and innovation. It is an obvious featureof the core literacy of the English subject. The training of thinking quality is an importantaspect of students’ development, especially critical thinking has drawn full attention inEnglish education at this stage.
Reading is a process in which readers’ ideas and language interact. Students developtheir own thinking through reading and reading instruction promotes the development of thequality of their thinking. Teachers first analyze language features, personal perceptions,textual characteristics and then guide the students to read carefully so that students caninterpret the reading text in an appropriate way. The aim of it is to help students master thethemes of the text. As the designer of teaching, the design and organization of teachingactivities have a direct impact on students’ deep understanding of the text and thedevelopment of the quality of their thinking.
According to Piaget’s theory of children’s cognitive development, junior high schoolstudents between the ages of 13 and 16 are in a critical period for the development of logicalthinking and abstract thinking. English teachers should grasp the critical period of thedevelopment of students’ thinking ability, establish the awareness of cultivating students’thinking quality, and improve their reading teaching based on the English curriculumrequirements and the needs of students to promote the development of their thinking.
1.2 Research Significance
First of all, the study of critical reading teaching in junior high school is conducive toenriching the theory of junior high school English reading teaching. By looking up the literature, the author roughly counts the keyword “critical reading” in CNKI. There are about32 master and doctoral papers in senior high school English while there are only 3 papers injunior high school English. It is about 10:1. It can also be seen from a review of some corejournals that most of the researches on English critical reading are concentrated in highschools or colleges, and there is little research on the junior high school stage. According tothe core literacy of the English subject, students need to master the four aspects of languageability. Therefore, the current junior high school English reading teaching pays the mostattention to the cultivation of students’ thinking quality. Hence, discussing critical readingteaching in junior high school English is a reasonable and effective way to improve students’thinking quality in reading teaching, and it can provide a new and effective theory or methodfor the study of junior high school En本论文由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。