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1、隨著現(xiàn)代信息技術(shù)和互聯(lián)網(wǎng)的發(fā)展,基于網(wǎng)絡(luò)環(huán)境的閱讀教學(xué)已經(jīng)開(kāi)始被作為一種有效的方法應(yīng)用于實(shí)際教學(xué)中,對(duì)其教學(xué)理念和教學(xué)方法的研究目前也不斷深入。與課堂閱讀教學(xué)模式相比,網(wǎng)絡(luò)閱讀教學(xué)模式不受時(shí)間和空間的限制,使互動(dòng)的、有選擇的閱讀成為可能,并強(qiáng)調(diào)以協(xié)作互助的形式進(jìn)行任務(wù)性閱讀活動(dòng),在師資、教學(xué)資源以及教學(xué)效果等方面可以與其他閱讀教學(xué)模式相互補(bǔ)充、相互促進(jìn)。 本研究基于一個(gè)為期四個(gè)月的網(wǎng)絡(luò)自主閱讀項(xiàng)目(2008.3-2008.6),
2、該項(xiàng)目旨在探究高職院校英語(yǔ)專業(yè)學(xué)生對(duì)于基于網(wǎng)絡(luò)環(huán)境的自主閱讀教學(xué)模式的態(tài)度及該模式對(duì)高職院校英語(yǔ)專業(yè)學(xué)生閱讀動(dòng)機(jī)、閱讀自主性、合作性以及整體閱讀能力的影響。 本研究主要回答以下問(wèn)題:1)學(xué)生對(duì)網(wǎng)絡(luò)自主閱讀教學(xué)模式的總體態(tài)度如何(主要研究在該模式中學(xué)生閱讀動(dòng)機(jī)、自主性在實(shí)驗(yàn)前后的變化)?2)網(wǎng)絡(luò)自主閱讀教學(xué)模式是否有助于促進(jìn)學(xué)生整體閱讀能力的提高(主要包括網(wǎng)上閱讀量、閱讀理解水平和合作性以及學(xué)生的自主學(xué)習(xí)能力)? 研究的數(shù)
3、據(jù)通過(guò)問(wèn)卷(開(kāi)學(xué)初、期末各一次)、閱讀日志、作業(yè)薄和基于網(wǎng)絡(luò)的閱讀測(cè)試獲得。 本研究有如下發(fā)現(xiàn): 首先,網(wǎng)絡(luò)自主閱讀可為學(xué)生提供豐富的閱讀材料和有趣的閱讀活動(dòng),從而增強(qiáng)他們的閱讀動(dòng)機(jī):可讓學(xué)生進(jìn)行大量的獨(dú)立的自主的閱讀,從而培養(yǎng)他們的閱讀自主權(quán):其次,網(wǎng)絡(luò)自主閱讀項(xiàng)目在促進(jìn)學(xué)生的網(wǎng)上閱讀量,提高學(xué)生閱讀理解上有積極的影響,從而提高他們的整體閱讀能力;能創(chuàng)造一個(gè)合作的閱讀氛圍和環(huán)境,從而促進(jìn)學(xué)生的彼此合作和自主學(xué)習(xí)。
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