主体性 有效性阅读课课堂活动分析——基于县城高中常规课与省优质课的分析-an analysis of classroom activities in the subject-based effective reading class - based on the analysis of regular classes in county high schools and provincial quality classes.docxVIP

聊城大学专业硕士学位论文 聊城大学专业硕士学位论文 iii iii In order to solve these problems, the researcher observes classroom activities in English reading classes in the high quality classes of Shandong Province. The findings are as follows： Firstly, the classroom activities in quality classes reflect the ideas of the new curriculum standard in pre-reading phase. They activate students’ existing schema and let the students discuss the title and predict the main idea of the passage. Secondly, the teachers not only design various types of questions, but also design the questions in different difficulty levels. The classroom activities give priority to text understanding in while-reading phase. Thirdly, the classroom activities stress the output of the target language in post-reading phase. There are more group discussion activities. The classroom activities are conducive to develop the students’ emotional attitude and values. Fourthly, input and output classroom activities are distributed rationally. Compared with the output classroom activities, the input classroom activities are given priority to the output classroom activities. The percentage of output classroom activities in high quality classes is larger than the percentage in conventional classes. According to the contrastive studies of conventional reading classes and high quality classes，some suggestions about the arrangement of classroom activities in Eng1ish reading classes are given to teachers in senior high school：Teachers should pay attention to the design of the pre-reading, while-reading and post-reading activities, which can reflect the subjectivity and effectiveness of the classroom activities; Teachers should give the students timely guidance on the reading skills; Teachers should ensure the students to finish the reading independently; Teachers should arrange the percentage and time distribution of input and output activities properly; Teachers should design the appropriate and effective activities acc