《小学英语阅读教学模式与策略的研究》开题报告.ppt

单击此处编辑母版标题样式,*,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,小学英语阅读教学模式与策略的研究开题报告会,小学英语阅读教学模式与策略的研究,背景意义,研究方法,目标内容,研究步骤,预期成果,一、课题提出背景,阅读是语言学习的关键，不管是母语还是外语的学习。,一个人英语阅读能力的高低，往往决定了他吸收有用的信息的数量和质量。所以，从小培养学生的英语阅读能力具有重大的意义。,2001年国家教育部颁布的英语课程标准指出：“语言技能包括听、说、读、写四个方面的技能以及这四种技能的综合运用能力。听和读是理解的技能，说和写是表达的技能；这四种技能在语言学习和交际中相辅相成、相互促进。学生应通过大量的专项和综合性语言实践活动，形成综合语言运用能力，为真实语言交际打基础。”,可见，,阅读是语言学习的一个重要技能，,阅读在英语学习中起着不可替代的重要作用。,从语言心理学的角度来看，听、说、读、写、译是相互联系而又彼此独立的心理过程。,在现阶段的小学英语教学中，阅读教学存在的误区。,小学英语阅读教学已成为教学研究的一个热点,。（,国内外相关研究）,本课题开展的“小学英语阅读教学模式与策略的研究”，正是基于这样的背景提出的，我们根据自身的能力和特点，以PEP小学英语教材为基点，以“以读促学”、“以读导写”、“以写促读”，进行小学英语阅读教学模式与策略研究。,一、课题提出背景,二、,研究目标与主要内容,总体目标：,探索、建构一套能充分发挥学生的潜能,促进学生发展,深受学生喜欢的阅读教学模式。巩固和扩大小学生的英语词汇量，增强语感，提高学生的英语阅读速度和理解的准确度,逐步形成他们的英语阅读习惯和能力。帮助学生善于、乐于了解异国文化，拓展实践空间，不断提高学生学习英语的兴趣，促进英语综合能力的提高。,1、教师：,建构实施小学英语阅读课的基本框架模式，使教师掌握,有效的阅读教学方法。,2、学生：,让学生在阅读学习过程中掌握正确的阅读技能，从而促,进学生英语综合能力的提高。,二、,研究目标与主要内容,研究内容：,（1）小学英语阅读课教学模式的研究。,（2）,小学生英语阅读技能与策略的研究。,三、,课题研究的步骤,本课题的研究可分为三个阶段：,（1）准备阶段（2008.1-2008.3）,（2）实施阶段（2008.3-2009.4）,（3）总结阶段（2009.4-2009.6）,四、,课题研究的方法,研究的方法,1、观察法：,在教学过程中对学生的外在行为进行有计划、有目的的观察，从而直接感知和记录学生对所学阅读材料的兴趣、理解程度、掌握情况等。,2、实验法：,根据实验目的，对小学英语阅读课的教学模式分年级进行不同的设计、探索，并将不同课堂教学现象做记录、分析，寻求最佳的教学模式。,3、案例分析法：,对比较典型的阅读教学的材料进行分析，或对课堂案例进行微格研究，直观地体现研究情况。,五、,课题研究的预期成果,研究报告,论文集,优秀案例与分析集,（教学设计+录像课例+教学反思或评析）,我们的初步研究：小学英语阅读教学的策略,在教学中，我们感到应根据不同年龄段的学生采取不同的教学策略：,1、师生互动型策略,这种策略有助与激发学生阅读的兴趣，活跃课堂气氛，师生共同积极参与，关系融洽。它比较适合与低、中年级使用。它的特点是：,教师导入，学生感知 学生精读，教师讲解 巩固操练，内化语言,2、主动参与型策略,它的基点是“学生是学习的主体”，特点是：,自读理解 交流讨论 小结巩固 拓展运用,这种教学策略比较适合与中高年级，一般选择的阅读材料语言难度不大，接近PEP教材中所学的内容，并尽量贴近学生的实际生活或者符合小学生的年龄特点。,3、自主开放型策略,此策略是我们课堂阅读教学的拓展延伸，此方法一般在高年级使用。可以有两种安排：一是腾出,课堂,教学的5-8分钟时间用以自读，教师提供一些与课文相关的课外读物，让学生根据自己的兴趣爱好选择材料自由地阅读；二是鼓励学生,课外,广泛阅读。阅读的内容应该切合学生的实际水平、兴趣爱好，是课堂所学的延伸。,小学低年级英语阅读教学的模式,通过实践，我们对低年级英语阅读教学有了初步的定位：,以听、说为主线,，在教师的帮助下学生能从总体上理解阅读内容；教学的流程主要采取,“分总”,的方式，从听到说，循序渐进。,我们的初步研究：小学英语阅读教学的模式,小学中年级英语阅读教学模式,对于内容难度较高的文章，我们以,听/读说为主线，,即,“总分”,的方式进行教学，更好使学生掌握听、说、读的技能。,我们的初步研究：小学英语阅读教学的模式,我们的初步研究：小学英语阅读教学的模式,小学高年级英语阅读教学的模式：,阅读教学在高年级有多种教学模式，这里要介绍的是我们在教学中采用比较多的一种，它具有一定的普遍性和可操作性。其基本的教学程序如下：,总,-,分总,，也即是,听/读,-,说,-,写,的教学模式。,（五六年级的课例）,我们课题所研究的阅读教学模式与策略，不是旨在用固定的教学模式来捆绑广大教师的教学思路，而是想抛砖引玉，对阅读教学的难点作出探究，以求一些可操作的简单“模式”与策略产生辐射作用，能成为大家教学的理论与实践的中介。,它作为对话和短文阅读课的基本教学模式有很强的实操性。它能指导广大教师较好地把握小学英语阅读课教学的教学目标，帮助教师较好地把握教学中合理、有序的教学步骤，从而保证英语新教材正确、有效的实施。,事实上，广大一线教师也是在教学实践中不断地丰富、充实它。我们相信，教师一旦掌握了符合教学大纲与学生特点，科学、实用的教学模式就基本把握了教学的整体，就会对优化课堂教学、实现课堂教学的高效率提供基本的保障。,以上内容是我们本课题研究的一个探索开端，肯定存在很多不成熟的地方，恳请各位专家、老师们多提宝贵意见与建议，不妥之处多多批评指正。,抛砖引玉：,Thank 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