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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:2023-10-20编辑:vicky点击率:446
论文字数:52522论文编号:org202310171404551247语种:英语 English地区:中国价格:$ 66
关键词:高中英语教学论文
摘要:本文是一篇高中英语教学论文,本研究以布鲁姆教育目标分类理论和建构主义理论为基础,以英语学习活动观为指导,设计并开展英语阅读教学活动实验,试图探讨基于英语学习活动观的阅读教学对学生思维品质和阅读能力发展的影响。
6. Chapter Six Conclusion
6.1 Major Findings
In order to change the problems brought about by the regular design of English reading teaching, such as the programming and fragmentation of high school students, as well as the emphasis on knowledge rather than ability and on memorization rather than thinking. This study explores the development of students’ thinking capacity and the improvement of read-ing skills in English reading teaching based on Activity-based Approach to English Learning. The data collected was collated and analyzed throughout the process with the help of appro-priate research instruments, such as questionnaire, reading test, and Semi-structured inter-view. The experiment lasted for twelve weeks, with 118 participants, and the study results are as follows.
Firstly, after implementing reading teaching based on the Activity-based Approach to English Learning, students’ thinking capacity improved, with the most significant increase in logical thinking, followed by critical and creative thinking. In the experiment, the author interpreted the text deeply, designed objectives that included developing lower to higher lev-els of thinking and designed highly relevant teaching activities to develop students’ thinking capacity. Students develop logical thinking through retrieving and summarising activities, generalizing and synthesizing activities, and describing and interpreting activities. Students improve their critical thinking through analyzing and judging activities, internalizing and utilizing activities, reasoning and arguing activities, and criticizing and evaluating activities, and critical thinking is enhanced. Language is internalized and utilized throughout the pro-cess. Creative thinking is enhanced through imaging and creating activities. However, due to the time required for the experiment and the time constraints, not much creative thinking capacity development could be done in the reading teaching, so creative thinking skills were not greatly enhanced in the data.
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