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建构主义和行为主义课外阅读教学模式对比

作　者: 钟颖芳
导　师: 李荣宝
学　校: 福建师范大学
专　业: 学科教学
关键词: 阅读能力建构主义行为主义优势互补课外阅读教学模式
分类号: G633.41
类　型: 硕士论文
年　份: 2009年
下　载: 83次
引　用: 0次
阅　读: 论文下载

内容摘要

在基础教育课程改革的背景下,人们大肆批评行为主义的同时,又大大宣扬建构主义,认为后者是万能的。有人甚至提出应完全摒弃行为主义而采用建构主义。然而,根据行为主义和建构主义的相关原理,对于教学的不同方面,两种教学模式可能各有千秋,在外语教学的不同维度上产生不同的交应。本文以课外阅读教学为例,比较了两种教学模式在阅读的词汇习得和篇章意义理解两个维度上的不同功能。本研究的结果显示,以建构主义原则指导课外阅读教学,学生能更好地推断意义,理解结构,把握文章风格类型,但在语法和词汇能力方面的训练效果较差；与此相对应的是,以行为主义原则指导课外阅读教学,则能更有效地提高学生的语法能力和词汇能力,但在意义推理方面显示出劣势。因此我们把两种模式的合理内核抽取出来建立一种新的教学模式。研究同时揭示,结合行为主义的强化训练机理与建构主义的引导发现原则,实施有效训练与文体指导相结合的课外阅读教学方法,能更有效地提高学生的词汇习得和篇章理解的能力。

全文目录

中文摘要  2-3
Abstract  3-4
中文文摘  4-6
Synopsis  6-12
Chapter One Introduction  12-19
  1.1 Background of the study  12-15
    1.1.1 Research orientation  12-13
    1.1.2 Research rational  13-15
  1.2 Research objects  15-16
  1.3 Key research questions  16
  1.4 Research hypotheses  16-17
  1.5 Design of the Study  17-18
  1.6 Layout of the thesis  18-19
Chapter Two Literature Review  19-38
  2.1 Review on reading research  19-24
    2.1.1 The definition of reading  19-20
    2.1.2 Skills involed in reading  20-21
    2.1.3 Previous research on reading instruction  21
    2.1.4 Classification of reading instruction  21-22
    2.1.5 Problems of previous reading-instruction research  22-24
  2.2 General introduction to behaviorism  24-26
    2.2.1 The origin of behaviorism  24-25
    2.2.2 Characteristics of behaviorism in teaching  25-26
    2.2.3 What is missing in behaviorism  26
  2.3 An overview of constructivism  26-32
    2.3.1 The origin of constructivism  27-28
    2.3.2 What is constructivism in education  28-29
    2.3.3 Constructivist modes of foreign language teaching  29
    2.3.4 Principles of constructivisim in teaching  29-32
    2.3.5 What is missing in constructivism  32
  2.4 Comments on behaviorism and constructivism  32-34
    2.4.1 Comments on characteristics and limitations of behaviorism  32-33
    2.4.2 Comments on characteristics and limitations of constructivism  33-34
  2.5 Analysis on the English Curriculum Criterion  34-35
  2.6 Analysis on reading tasks in NMET  35-36
  2.7 Research questions  36-38
Chapter Three Experimental Study  38-59
  3.1 A Survey and practical reading instruction  39-45
    3.1.1 Purpose of the questionnaire  39-40
    3.1.2 Results and analysis of the questionnaire before Experiment1  40-43
    3.1.3 The necessity of the study  43
    3.1.4 Results and analysis of the questionnaire after Experiment2  43-45
  3.2 Experiment1  45-51
    3.2.1 Methods  45
    3.2.2 Subjects  45
    3.2.3 Materials  45-47
    3.2.4 Procedures  47-49
    3.2.5 Results and analyses  49-51
  3.3 Experiment2  51-57
    3.3.1 Methods  51
    3.3.2 Subjects  51-52
    3.3.3 Materials  52-53
    3.3.4 Procedures  53-54
    3.3.5 Results and analyses  54-57
  3.4 Summary of the tests  57-59
Chapter Four Discussion and Conclusion  59-68
  4.1 Discussion  59-64
    4.1.1 Major findings  59-60
    4.1.2 Discussion  60
    4.1.3 Theoretical explanations  60-64
  4.2 Pedagogical implications  64-66
  4.3 Limitations of the research  66
  4.4 Future research's possibility  66-67
  4.5 Conclusion  67-68
Reference  68-70
Appendix  70-90
  Appendix Ⅰ Questionnaire on reading teaching  70-72
  Appendix Ⅱ Reading pre-test of Experiment1  72-76
  Appendix Ⅲ Reading post-test of Experiment1/Pre-test of Experiment2  76-80
  Appendix Ⅳ Reading post-test of Experiment2  80-84
  Appendix Ⅴ Raw Scores of Pre-test in Experiment1  84-86
  Appendix Ⅵ Raw Scores of Post-test in Experiment1/Pre-test in Experiment2  86-88
  Appendix Ⅶ Raw Scores of Post-test in Experiment2  88-90
Acknowledgements  90

建构主义和行为主义课外阅读教学模式对比

内容摘要

全文目录

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