英语论文哪里有？本次研究结果表明实施了基于问题导向法的英语阅读课堂教学后，学生的英语阅读发生了以下变化：首先，在阅读技巧上,学生掌握更多的阅读技巧，并能够灵活运用于英语阅读练习中；其次，在阅读理解能力上,学生的阅读逻辑更为清楚、理解更为透彻；最后，在阅读评价能力上，学生能够自主对阅读材料的思想内容、表现形式、风格特征等做出评判的能力。
Chapter One Introduction
1.2 Purpose and Significance of the Study
1.2.1 Research Purpose
According to the requirements of The Compulsory Education Curriculum Programand Standards(2022 Edition),the teaching of the English language subject needs to becentered on the development of students’comprehensive ability to enhance theirpractical application ability.Including the ability to collect and analyze various kinds ofproblems.The PBL teaching method in this study can improve students’ability to dealwith problems,and it can help students improve their reading efficiency and understandthe reading text more deeply through discussion and cooperative learning.This paperaims to apply the PBL method to junior high school English reading teaching,explore itsimpact on students’reading skills,reading comprehension ability and reading evaluationability,and verify the effectiveness and feasibility of this teaching method in Englishreading teaching.On the other hand,this teaching method can help students improvetheir subjective status in the learning process,so as to exert their initiative,generateinterest in English reading,and help students to improve their English readingperformance to a certain extent.
Chapter Three Research Design
3.1 Research Questions
This teaching experiment is based on the three theories of constructivism,humanism,and Cooperative Learning Theory to investigate the effect of using the PBLmethod in junior high school English reading class,using questionnaires,tests,andinterviews to investigate and study the following three issues:
(1)How does the PBL method impact students’English reading skills?
(2)How does the PBL method impact students’comprehension of English reading?
(3)How does the PBL method impact students’evaluation of English reading?
Chapter Four Results and Discussions
4.1 Results of Questionnaires
The questionnaire was developed using a five-point Likert scale type.Thequestionnaire contains a total of 15 questions.Each question has five options,and theoptions are“very consistent”,“consistent”,“do not know”,do not Each question has fiveoptions,the options are“very consistent”,“consistent”,“don’t know”,“not consistent”,“not at all consistent”,and each option corresponds to a score of 5,4,3,2,and 1,respectively.The questionnaires were distributed once before and once after theexperiment,and the contents of the questionnaires were the same in both times.The firsttime 100 questionnaires were distributed,100 valid questionnaires were returned,and thevalidity rate of questionnaire recovery was 100%.The second time,100 questionnaireswere distributed,100 useful questionnaires were returned,and the effective rate ofquestionnaire recovery was 100%.
Questionnaires were used twice in this experiment;the first questionnaire wasdistributed before the experiment to a total of 100 students in classes 5 and 9 taught bythe author;details of the questionnaires can be found in Appendix A.The secondquestionnaire was distributed after the 18-week experiment.The questionnaire was stilladministered to 100 students in classes 5 and 9 taught by the author.
4.2 Results of Tests
Before the experiment,the author selected the reading part of the English testquestions of the 2022 Junior High School Graduation Academic Examination in HenanProvince as the test questions.The pre-test focused on whether there was a significantdifference between the English reading levels of the experimental class and the controlclass.In order to further examine whether there is a difference between the Englishreading scores of the experimental class and the control class in the pre-test,theresearcher collected and analyzed the reading comprehension scores of the two groups inthe reading comprehension test paper.At the end of the experiment,the author selectedthe reading part of the English test questions of the 2023 Junior High School GraduationAcademic Examination of Henan Province as the test questions.It was tested againwhether the reading level of the students in the experimental and control classes changed.From the previous experimental data,it can be known that the number of subjects in bothgroups is 50,and the valid test paper is 100%,after all the data entry and finishing,theresearcher uses SPSS 27.0 professional software to carry out independent sample t-testand paired sample t-test on the data obtained from the pre-test and the post-test side,andthe specific test results are as follows:
Chapter Five Conclusions
5.1 Major Findings
After a semester of experimental research on applying the PBL method to juniorhigh school English reading teaching,the results of the experiment were analyzed anddiscussed by collecting and collating all the information from questionnaires,tests andinterviews,with the following main findings:
First of all,the PBL method can effectively improve students’English reading skills.The results of the post-experimental questionnaire showed that the PBL method waseffective in improving students’English reading skills.On the one hand,when readingtext,students like to“read by sound”,i.e.,they have to transform the written charactersinto sounds in order to be understood by their brains.They are accustomed to“readingback”,returning to the beginning of a sentence or paragraph to reread new words orunfamiliar phrases.Often,“translation reading”,in the reading of the habit ofword-by-word understanding,pays special attention to the words,difficult words butignores the meaning of the understanding.They often“finger read”;they use their fingers,pencils,rulers,etc.,to point to the text and read word by word.In this way,when reading,they often can’t grasp the center of the article or analyze its meaning according to itsgenre and structure,and their reading speed,comprehension level and reading ability aregreatly affected.The PBL method guides students in grasping the framework structure ofthe article as a whole to understand the main content of the article by setting macroproblems.When reading,they should focus their attention on the author’s thoughts ratherthan individual fragmentary words and judge the structural direction of the article bygrasping some structural words;in addition,when teachers ask questions,they set a timelimit for reading,which prompts students to concentrate highly,reduce retrospection,and improve their reading speed.On the other hand,the biggest obstacle for students inreading in English lies in the difficulty of feeling and grasping the long and complexsentences in English,which they need help with reading.Many students recognize manywords when reading,but when the sentences are long,and the structure is complex,thesemantic understanding of the sentences could be faster and more manageable,whichleads to the obstacle of comprehending the whole article.Applying the PBL method tothe process of English reading teaching,teachers ask students questions according totheir ability and level,based on the reading materials,using less rare words and morestandardized language.In the process of answering the questions,students develop theirsense of language and grasp the long and complex sentences in English.Therefore,byapplying the PBL method to English reading teaching,students can overcome their badreading habits,understand the text as a whole,and master the correct learning methodsand study skills so as to improve their English reading ability practically.
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