学案导学教学模式在初中英语阅读教学中的应用 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-08-11编辑:lgg点击率:6930
论文字数:38942论文编号:org201708082011226610语种:英语 English地区:中国价格:$ 66
关键词:英语阅读论文学案导学教学模式自主性英语阅读
摘要:本文是英语阅读论文,笔者认为随着新课程改革的深入发展,要求教师改变当前英语课堂的教学模式,集中精力于转变学生的学习方式,使学生变为积极独立的学习者,从而提高课堂学习效率,培养学生自主学习能力。
;model in junior high school’s English reading teaching, moreover, the author will analyze this method and then enhance its theoretical level. The last one is to confirm whether the guided learning plan teaching model applied to English reading teaching can improve junior high school students’ reading ability, and whether this new model can have a positive effect on their autonomy learning.
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Chapter Two Literature review
This chapter explores the following parts: an introduction of guided learning plan teaching model; relevant studies at home and abroad; the theoretical foundation for guided learning plan teaching model, and learning autonomy.
2.1 Overviews of the guided learning plan teaching model
As to the definition of “guided learning plan”, some experts and scholars show different opinions towards it. Fan (2003) points out that guided learning plan should consist of two parts: guidance from teachers and exploration from students. The spirit of guided learning plan is the cooperation between teachers and students. Generally, a standard guided learning plan is made up of learning objectives, revision of previous knowledge, and acquirement of new knowledge, question discussion, summary, extension, test, feedback and correction. Hence, when designing a guided learning plan, gradual, inducing, situational questions should be taken into consideration. Besides, Guan and Zang (2005) define guided learning plan in comparison to teaching plan. According to them, teaching plan is a teaching scheme for teachers while learning plan is a scheme for students’ learning. As the name implies, the teaching plan is teacher-centered and focus on teachers’ “giving”, while, the guided learning plan is student-centered and focus on students’ “exploring”.
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2.2 Learning Autonomy
Since the 1980s, learning autonomy has attracted much attention in the field of education, especially in language teaching. In this part, the definition and characteristics of autonomous learning will be introduced briefly. Up to now, there doesn’t exit a specific definition for learning autonomy, researches and scholars give the different definitions from different perspectives. Firstly, Holec (1981) claims that “learning autonomy refers to learners should be responsible for themselves and  
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