情境教学法在高中英语阅读教学中的应用研究

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1、位代码１０１６７：分类编号：单２０１６０５１０１５号：密级：学专业硕士学位论文＿ｃａｔｏｎｏｆＳｉｔｕａｔｉｏｎａｌＴｅａｃｈｉｎ论文题目：ＡＳｔｕｄｙｏｎｔｈｅＡｌｉｉｇｐｐ？？ＡｒｏａｃｈｔｏＥｎｌｉｓｈＲｅａｄｉｎｇＴｅａｃｈｉｎｉｎＳｅｎｉｏｒｐｐｇｇＨｉｈＳｃｈｏｏｌｇ情境教学法在高中英语阅读教学中的应用研究作者姓名：高娜指导教师：高岩教授实践论文密级：专业名称：学科教学（英语）研究方向：英语教学单位年级：

2、外国语学院２０１６级完成日期２０１８６月：年渤海大学研究生学院AstudyontheapplicationofsituationalteachingapproachtoEnglishreadingteachinginseniorhighschoolGAONaAthesissubmittedtoBohaiUniversityinpartialfulfillmentoftherequirementsforthedegreeofMasterofEducation(M.Ed.)June201

3、8CollegeofForeignLanguagesSupervisor:GAOYanAbstractAsanimportantabilitytoobtaininformation,readingactsacrucialroleinEnglishteachinginseniorhighschool.TherearestillteachingdefectsinEnglishreadingteachingalthoughsomeachievementhasbeenmade.Englishreadin

4、gisareceptiveskill,whichhasapositiveinfluenceonoralEnglishandEnglishwritingskill.MoststudentsconsideritthatEnglishreadinglearningisboringanddifficultinthepast.Ifthisseriousconditionisstillneglected,students’enthusiasmforlearningEnglishreadingwillgrad

5、uallydecrease.Undercurrentsituation,anewteachingmethodisurgentlyneededtochangetheplightofstudentsinseniorhighschool.Therefore,authormakesaproposalthatthesituationalteachingapproach(STA)shouldbeappliedtoEnglishreadingteaching.Thisstudyaimstojudgeoftha

6、twhetherthisnewmethodcanheightenthestudents’motivationonreadingandimprovereadingscores.Therefore,thispaperfocusesonthetwomainproblemsasfollows:1.CanSTAimproveseniorhighschoolstudents’motivationinlearningEnglishreading?2.CanSTAimproveseniorhighschools

7、tudents’Englishreadingscores?Theauthorconductedasemesterofexperimentalresearchinordertosolvetheproblemsraisedbythisexperiment.TheparticipantsincludedthetwoparallelGrade2classesoffiftyrespectivelyfromNO.2SeniorHighSchool,whichclass1andclass2waschosent

8、obecontrolclass(CC)andexperimentalclass(EC).Beforetheexperiment,thepre-questionnaireandpre-testwerecarriedoutinbothclassestoguaranteethesameleveloftwoclasses.TheCCstilladaptedtothetraditionalteachingmethodwhiletheECappliedtothesituationalteachingappr