基于DRTA教学法的初中英语阅读教学实践
Junior High School English Reading Teaching Practice Based on the DRTA Teaching Method
在初中英语阅读教学中,DRTA教学法的应用对于提高学生的阅读能力和自信心具有重要意义。本章基于DRTA教学法的原理,并依据其三个基本原则:激发学生阅读兴趣,锻炼学生批判思维能力和鼓励学生进行积极互动。深入探讨了DRTA教学法在初中英语阅读教学中的实际应用及其效果。
The application of the DRTA teaching method in junior high school English reading teaching is of great significance for improving students' reading ability and confidence. This chapter explores the practical application and effects of the DRTA teaching method in junior high school English reading teaching based on its principles and three basic principles: stimulating students' reading interest, training students' critical thinking ability, and encouraging students to engage in positive interaction.
3.1 教学研究设计与实施
3.1 Teaching Research Design and Implementation
3.1.1 教学研究设计
3.1.1 Research Design of Teaching
《人教版八年级英语》(上册)是人民教育出版社出版的图书,全书共分为10个单元,533个单词和短语。每个单元主要分为Section A、Section B以及Self Check等三个部分。本设计选取一节初中二年级上学期的英语课程开展基DRTA教学法的英语阅读教学案例研究。选取人教版初中英语教材八年级上册第七单元《你认为你将会拥有属于自己的机器人吗?》(Do You Think You Will Have Your Own Robot?)讲述的是关于机器人的故事。
"People's Education Edition Grade 8 English (Volume 1)" is published by People's Education Press. The whole book is divided into 10 units, 533 words and phrases. Each unit is mainly divided into Section A, Section B, and Self Check. This design selects an English reading teaching case study using the DRTA teaching method from a section of the 7th grade English course in the first semester of junior high school. The selected textbook is "Do You Think You Will Have Your Own Robot?" from the 7th unit of the People's Education Edition junior high school English textbook for the first semester, which tells a story about robots.
案例分析 Case Analysis | 第七单元 —你认为你将会拥有属于自己的机器人吗? 7th Unit — Do You Think You Will Have Your Own Robot? |
设计者 Designer | 胡婉琴 Hu Wanqin | 年级 Grade | 八年级 Eighth Grade |
教材 Textbook | 人教版八年级英语上册 People's Education Edition Grade 8 English Volume 1 | 授课时间 Teaching Time | 45分钟 45 minutes |
教学设计 Teaching Design |
教材分析 Textbook Analysis | 本单元围绕“做预测”和“未来生活”两个话题展开,帮助学生正确、合乎科学和规律地对未来进行预测和大胆地猜测未来可能发生的事,或对未来的生活充满希望和期待。让学生敢于大胆发言,正确地进行各种讨论和对话演练,以及自由地进行以未来为主题的演讲。 This unit focuses on the topics of "Making Predictions" and "Future Life," helping students to predict the future correctly, scientifically, and according to the laws, and to boldly guess what might happen in the future or to be hopeful and look forward to the future. It encourages students to speak boldly, conduct various discussions and dialogue exercises correctly, and freely give speeches on the theme of the future. |
学生分析 Student Analysis | 本班学生在本单元前面的学习中,较好地掌握了本单元的主要时态及语法点,词汇得到一定积累。对于未来生活的构想及表述十分感兴趣。 The students in this class have mastered the main tenses and grammatical points of this unit well, and their vocabulary has been accumulated to a certain extent. They are very interested in the planning and expression of their future life. |
教学目标 Teaching objectives | 语言目标: 1.掌握词汇,如:even,human,dangerous,already,factory等;2.掌握时态相关的句子;3.能阅读机器人方面的文章。 Language objectives: 1. Master vocabulary, such as: even, human, dangerous, already, factory, etc.; 2. Master sentences related to tenses; 3. Be able to read articles on robotics. 文化意识: 本课程结束后,90%以上的学生能够意识到世界上的环境问题,了解未来机器人的发展趋势。 Cultural awareness: After the completion of this course, more than 90% of the students will be aware of environmental issues in the world and understand the development trend of future robots. 思维品质: 学生能够对未来的生活做出合理的预测,具有创造性思维。 Thinking Quality: Students can make reasonable predictions about the future and have creative thinking. 学习能力:1.合作学习并讨论机器人;2.学生将掌握预测技巧,及一般将来时用法,提高自学能力。 Learning Ability: 1. Collaborative learning and discussion on robots; 2. Students will master prediction skills and the usage of future perfect tense, improving self-learning ability. |
教学重难点 Teaching Difficulties and Key Points | 阅读并理解文章,描述未来事物,讨论和机器人相关的话题。 Read and understand the article, describe future things, discuss topics related to robots. |
教学方法 Teaching Methods | DRTA教学法 DRTA Teaching Method |
教学工具 Teaching Tools | 多媒体,黑板,教科书,粉笔 Multimedia, Blackboard, Textbooks, Chalk |
教学流程及内容 Teaching Process and Content | Step 1 导向性导入 ( 6分钟) Step 1: Guided Introduction (6 minutes) 教学活动: Teaching Activities: 首先,教师利用多媒体展示机器人的形态图片,然后,教师引导学生对图片进行观察,并与学生讨论动画片、电影和现实中的机器人形象,激发学生对阅读的好奇心,活跃学生思维为接下来的文章预测环节做好铺垫。 Firstly, the teacher uses multimedia to display pictures of robots, then guides students to observe the pictures and discuss the images of robots in animations, movies, and reality, to stimulate students' curiosity about reading and to activate their thinking for the subsequent article prediction section. |
| Step 2 预测 (10 minutes) Step 2 Prediction (10 minutes) 在课程导入完成后,教师要求学生阅读文章标题 Do You Think You Will Have Your Own Robot?并据此预测相关问题。 After the course introduction is completed, the teacher asks students to read the article title "Do You Think You Will Have Your Own Robot?" and predict related questions based on it. Step1:教师就标题提出问题: Step 1: The teacher asks questions about the title: Q1: What does the title mean? Q2: What will be talked about in this text according to the title? Q2: What will be discussed in this text according to the title? Step2:教师鼓励学生预测,提出合理的想象或者假设,老师结合学生的预测答案和文章内容进行追问,提出更多的问题,刺激学生的探索欲。 Step2: The teacher encourages students to predict, propose reasonable imagination or hypothesis, and the teacher combines the students' predictions and the content of the article to ask more questions, stimulating students' desire for exploration. Q3: Where do you see the robots? Q3: Where can you see the robots? Q4: Well, what can they do? Q5: Do you often see robots in our daily life? Q6: What do they do there? Q6: What do they do there? Step4:根据段落大意预测: Step4: Predict the main idea of the paragraph: Q7: What can they do in factories? Q7: What can they do in factories? (教师在这一阶段不会评价学生的答案,要求学生根据文章的内容,结合自己的背景知识和合理想象,得到自己心中关于机器人的形态和功能,从而鼓励学生发挥想象力,并拓展学生思维。) (In this stage, the teacher will not evaluate the students' answers. The students are required to form their own opinions about the form and function of robots based on the content of the article, combined with their own background knowledge and reasonable imagination. This encourages students to exercise their imagination and expand their thinking.) |
| Step 3 阅读 (12 minutes) Step 3 Reading (12 minutes) 教师要求学生阅读文章的前两段内容,促进学生的主动思考。通过阅读和验证,推动学生去证实自己的预言,通过重新思考和有效理解文本的同时进行深层次的思维活动,学生根据阅读内容修订自己的预测。 The teacher requires students to read the first two paragraphs of the article to promote active thinking. Through reading and verification, students are encouraged to confirm their predictions, and to revise their predictions based on the reading content while engaging in deep thinking activities through rethinking and effective understanding of the text. |
| Step 4 验证思考与评估 (15 minutes) Step 4 Verification of Thoughts and Evaluation (15 minutes) 学生读完指定篇幅后,教师将会引导学生验证自己的预测答案: After students finish reading the specified length, the teacher will guide them to verify their predicted answers: Q: Are your former predictions correct? Do you want to change your prediction? 如果学生的预测是正确的,他们需要找到文章中的信息来证明自己。相反,学生需要找出文章中存在的信息来修改做出相应的预测和调整,阅读完毕之后,老师要求学生在文中划出支持性的细节词。 If the student's prediction is correct, they need to find information in the article to prove it. Conversely, students need to find information in the article to modify and adjust their predictions accordingly. After reading, the teacher requires students to underline supporting details in the text. |
| Step 5 Homework (2 minutes) 必做: Must do: 整理好课堂活动作业,再次复习文章,并进行阅读。 Organize the classroom activity assignments, review the article again, and carry out reading. 选做: Optional: 你认为机器人将会在哪些方面帮助你和你的家人?写下你的想法。 What do you think robots will help you and your family with? Write down your thoughts. |
3.1.2 研究实施
3.1.2 Research Implementation
为确保实验结果的可靠性,两个班级采用相同的教材,对照组和实验组的英语教学均由同一位教师承担,课时和进度等方面保持一致。实验过程中,教学方式作为自变量,学生的学习兴趣和测试成绩等作为因变量。两组学生唯一的不同之处在于:实验班采用DRTA教学法进行英语阅读教学,而对照班则使用传统教学模式。
To ensure the reliability of the experimental results, both classes used the same teaching materials, and the English teaching for both the control group and the experimental group was conducted by the same teacher, with consistent class hours and progress. In the experimental process, the teaching method was used as the independent variable, and the students' interest in learning and test scores were used as the dependent variables. The only difference between the two groups of students was that the experimental class adopted the DRTA teaching method for English reading teaching, while the control class used the traditional teaching model.
实验班教学程序如下:在实际教学过程中,教师通过引入相关主题图片进行课程导入。按照“预测-阅读-验证”的流程进行教学,教师针对文章标题、段落大意、关键词等提出预测问题,激活学生已有的知识储备和大脑图式。学生通过小组讨论和头脑风暴的方式预测答案,并完成预测答案清单。随后,教师引导学生阅读文本并验证预测答案。在整个环节中,学生发散思维,联系新旧知识。教师引导学生进行多轮“预测-阅读-验证”,直至学生掌握文章内容。
The teaching program for the experimental class is as follows: In the actual teaching process, the teacher introduces relevant thematic pictures for course introduction. The teaching is conducted following the "prediction-reading-verification" process, where the teacher proposes prediction questions for the article title, main idea of paragraphs, keywords, etc., to activate the students' existing knowledge reserves and brain schemata. Students predict the answers through group discussions and brainstorming, and complete the prediction answer list. Subsequently, the teacher guides the students to read the text and verify the predicted answers. Throughout this process, students develop divergent thinking and connect new and old knowledge. The teacher guides the students through multiple rounds of "prediction-reading-verification" until the students master the content of the article.
对照班教学程序如下:每节课开始时,教师同样以学生感兴趣的话题导入主题。在阅读阶段,教师先让学生速读文章,通过速读整体感知阅读材料,初步了解文章大意并定位关键信息。速读结束后,教师带领学生分段精读文章,通过讲解和分析,帮助学生深刻理解文字背后的信息。整篇文章阅读完成后,教师让学生完成相应的阅读问题,并对每个问题进行详细分析讲解。
The teaching program for the control class is as follows: At the beginning of each class, the teacher also introduces the topic with a topic that interests the students. In the reading phase, the teacher first asks the students to read the article quickly, to get an overall sense of the reading material, and to understand the main idea of the article and locate the key information. After the quick reading, the teacher leads the students to read the article in sections in detail, helping students to deeply understand the information behind the text through explanation and analysis. After reading the entire article, the teacher asks the students to complete the corresponding reading questions and provides detailed analysis and explanation for each question.
3.2 教学评价
3.2 Teaching Evaluation
本节对教学实验班级的学生进行了关于英语阅读的问卷调查。通过问卷调查和访谈收集的数据分析,旨在更深入地了解DRTA教学法应用于实践后对学生英语阅读策略及积极性的影响。
This section conducts a questionnaire survey on English reading among the students in the teaching experiment class. Through the analysis of data collected from questionnaires and interviews, the aim is to gain a deeper understanding of the impact of the DRTA teaching method on students' English reading strategies and enthusiasm after its application in practice.
3.2.1调查问卷
3.2.1 Questionnaire Survey
解决第一个问题:应用DRTA教学法后,是否能有效地提高学生进行英语阅读的积极性?在本节中,我们将分析研究结果,以确定应用DRTA教学法是否提高了学生进行英语阅读的兴趣。
Address the first question: Can the application of the DRTA teaching method effectively improve students' enthusiasm for English reading? In this section, we will analyze the research results to determine whether the application of the DRTA teaching method has increased students' interest in English reading.
问题 Question | 选项 Options | |
| | | 人数 Number of people | 百分比 Percentage |
1.你喜欢进行英语阅读吗? Do you like to read in English? | A.喜欢. A. Like. | 31 | 50.8% |
| B.一般 B. Generally. | 18 | 29.5% |
| C.不喜欢 C. Dislike. | 12 | 19.7% |
2.你喜欢目前的英语课堂吗? Do you like your current English class? | A.喜欢. A. Like. | 32 | 52.5% |
| B.一般 B. Average. | 18 | 29.5% |
| C.不喜欢 C. Dislike. | 11 | 18.0% |
3.你认为英语阅读在英语学习过程中重要吗? Do you think English reading is important in the process of learning English? | A.重要. A. Important. | 39 | 63.9% |
| B.一般. B. Generally. | 18 | 29.5% |
| C.不重要. C. Not important. | 4 | 6.6% |
4.你通常花多长时间进行英语阅读? How much time do you usually spend on English reading? | A.超过60% A. Over 60% | 7 | 11.5% |
| B.40%-60% B. 40%-60% | 23 | 37.7% |
| C.20%-40% C. 20%-40% | 18 | 29.5% |
| D.少于20% D. Less than 20% | 13 | 21.3% |
5.你认为进行英语阅读是一件有趣的事情吗? 5. Do you think reading English is an interesting activity? | A.同意 A. Agree | 30 | 49.2% |
| B.一般 B. General | 19 | 31.1% |
| C.不同意 C. Disagree | 12 | 19.7% |
6.在阅读课上我会积极主动回答问题。 6. I will actively answer questions in reading class. | A.同意 A. Agree | 36 | 59.0% |
| B.一般 B. General | 17 | 27.9% |
| C.不同意 C. Disagree | 8 | 13.1% |
7.你会经常期盼上英语阅读课吗? 7. Do you often look forward to English reading class? | A.期盼 A. Looking forward | 33 | 54.1% |
| B.一般 B. General | 16 | 26.2% |
| C.不期盼 C. Not looking forward | 12 | 19.7% |
8.我愿意同老师和同学交流英语阅读方面的经验 8. I am willing to exchange experiences with teachers and classmates on English reading | A.赞同 A. Agree | 34 | 55.7% |
| B.一般 B. Neutral | 18 | 29.5% |
| C.不赞同 C. Disagree | 9 | 14.8% |
9.在阅读过程中你能很好的投入其中吗? 9. Can you immerse yourself well in the reading process? | A.能 A. Can | 21 | 34.4% |
| B.有时 B. Sometimes | 25 | 41.0% |
| C.不能 C. Cannot | 15 | 24.6% |
10.你会主动寻找课外英语读物进行阅读吗? 10. Would you actively seek out extracurricular English reading materials for reading? | A.经常 Often | 31 | 50.8% |
| B.有时 Sometimes | 17 | 27.9% |
| C.从不 Never | 13 | 21.3% |
上表数据所示,50.8%的学生喜欢进行英语阅读,52.5%的学生喜欢目前应用了DRTA教学法的阅读教学课堂,并且54.1%的学生会经常期待上英语阅读课,大部分学生在英语课堂上会积极主动发言,这些结果反映了学生们对英语阅读课堂的积极性有明显提升。此外,50.8%的学生会主动寻找课外英语读物进行阅读,55.7%的学生愿意和同学与老师一起交流阅读方面的经验,将近一半的学生会花40%以上的时间进行英语阅读,大部分学生认为英语阅读在学习英语中非常重要,这些数据结果表明,大部分学生对英语阅读的主动性更强烈,英语阅读也越来越受学生重视。总体来看,DRTA教学法应用之后,对初中生英语阅读积极性具有显著正向影响。
The data in the table shows that 50.8% of the students like to engage in English reading, 52.5% of the students like the reading classes that have currently applied the DRTA teaching method, and 54.1% of the students often look forward to English reading classes. Most students actively participate in discussions in English classes, which reflects a significant increase in students' enthusiasm for English reading classes. In addition, 50.8% of the students actively seek out extra-curricular English reading materials, 55.7% of the students are willing to exchange reading experiences with their classmates and teachers, nearly half of the students spend more than 40% of their time on English reading, and most students believe that English reading is very important in learning English. These data indicate that most students have a stronger initiative in English reading, and English reading is also gaining more attention from students. Overall, the application of the DRTA teaching method has a significant positive impact on the enthusiasm of junior high school students for English reading.
解决第二个问题:应用DRTA教学法后,是否能有效地改善学生进行英语阅读的习惯和策略?在本调查中,我们将通过实施DRTA教学法在英语课堂中应用后的学生阅读情况调查的调查问卷,并通过问卷数据分析研究结果,以确定DRTA教学法是否改善了学生进行英语阅读的学习习惯和策略。
Addressing the second question: Can the DRTA teaching method effectively improve students' habits and strategies for English reading? In this survey, we will conduct a questionnaire survey on students' reading situations after the application of the DRTA teaching method in English classrooms, and analyze the research results through questionnaire data to determine whether the DRTA teaching method has improved students' learning habits and strategies for English reading.
(一)读前环节——预测
(1) Pre-reading phase - Prediction
阅读情况 Reading situation | 总 是(%) Yes (%) | 经 常(%) Often (%) | 有 时(%) Sometimes (%) | 很 少(%) Rarely (%) | 从 不(%) Not (%) |
1.阅读前根据文章题目来预测文章的内容及作者的写作目的。 1. Predict the content of the article and the author's purpose of writing based on the title before reading. | 43 | 38 | 10 | 2 | 7 |
2.在精读前不会快速浏览文章内容以获得对文章的总体印象。 2. Before intensive reading, there is no quick browsing of the article content to obtain an overall impression of the article. | 15 | 17 | 10 | 20 | 38 |
3.阅读前不会根据文章题目初步判断文章的文体。 3. Before reading, there is no preliminary judgment of the style of the article based on the title. | 5 | 10 | 13 | 30 | 42 |
4.阅读前试图了解有关作者及文章写作的背景信息。 4. Before reading, try to understand the background information about the author and the writing of the article. | 30 | 23 | 21 | 15 | 11 |
5.预测文章主题后会先想想自己对该话题的想法。 After predicting the topic of the article, I will first think about my own thoughts on the topic. | 16 | 24 | 33 | 17 | 10 |
根据数据分析,在读前,81%的学生会通过标题来预测内容,58%的学生会快速浏览文章获得文章整体印象,53%的学生会试图了解作者与背景信息以及40%的学生会在预测后勤加思考自己的想法,这些数据表明学生不在盲目地看文就读,而是学会利用已知信息做足了读前准备,为阅读扫清了不少障碍。
According to data analysis, before reading, 81% of students will predict the content based on the title, 58% of students will quickly scan the article to get an overall impression of the article, 53% of students will try to understand the author's background information, and 40% of students will further think about their own thoughts after making predictions. These data indicate that students are not reading articles blindly, but have learned to make full preparations before reading by utilizing known information, which has cleared many obstacles for reading.
(二)读中环节——阅读
(II) Reading Process - Reading
阅读情况 Reading Conditions | 总 是(%) Is (%) | 经 常(%) Often (%) | 有 时(%) Sometimes (%) | 很 少(%) Rarely (%) | 从 不(%) Not (%) |
6.阅读时对疑点和难点做出注释。 6. Make notes on doubts and difficulties during reading. | 33 | 22 | 30 | 8 | 7 |
7.找出作者在表达观点的过程中所使用的论据。 7. Identify the arguments used by the author in expressing their views. | 40 | 25 | 21 | 8 | 6 |
8.阅读完一段后找出主题句。 8. Find the topic sentence after reading a paragraph. | 37 | 31 | 26 | 2 | 4 |
9.阅读时分析作者在描写或议论中的语言是否具有深层含义,以此来了解被描写的人物或作者的写作态度和情感。 Analyze the deep meaning of the author's language in descriptions or discussions to understand the depicted characters or the author's writing attitude and emotions. | 15 | 24 | 19 | 15 | 27 |
10.阅读时在空白处记下自己理解中的问题及对文章的评论。 Take notes of your understanding of the questions and comments on the article in the blank spaces while reading. | 29 | 27 | 17 | 13 | 14 |
11.在课堂上积极参与对文章理解的各种讨论,发表自己的观点。 Actively participate in various discussions about the understanding of the article in class and express your own views. | 27 | 33 | 17 | 13 | 10 |
12.阅读中遇到生词时首先查字典。 Look up the dictionary first when encountering new words during reading. | 24 | 26 | 30 | 13 | 7 |
13.遇到难句时首先根据自己的理解进行释义。 When encountering difficult sentences, first interpret them based on your own understanding. | 21 | 27 | 24 | 15 | 13 |
在此环节,55%的学生在阅读中会及时对疑难点做出标识注释,48%的学生在遇到难句时会给出自己的理解,60%的学生会在课堂上参与讨论,发表自己的见解,除此之外,部分学生会找寻论据并分析文章句子的深层含义,这表明大部分学生在阅读过程中,改变了被动接受知识,缺乏主动参与和思考的现象,不断随着阅读的深入,积极思考,主动进行思想的碰撞。
In this stage, 55% of students will mark and annotate difficulties in reading in a timely manner, 48% of students will provide their own interpretations when encountering difficult sentences, 60% of students will participate in class discussions and express their opinions, in addition, some students will find evidence and analyze the deep meanings of sentences in the article. This indicates that most students have changed the passive acceptance of knowledge, lack of active participation and thinking, and continuously actively think and actively engage in ideological collisions as they delve deeper into reading.
(三)读后环节——验证与思考
(III) Post-reading stage - Verification and Reflection
阅读情况 Reading Status | 总 是(%) Is (%) | 经 常(%) Often (%) | 有 时(%) Sometimes (%) | 很 少(%) Rarely (%) | 从 不(%) Not (%) |
14.阅读后不找出作者试图要在文章中表达的观点。 14. Not finding the author's intended viewpoint in the article after reading. | 9 | 13 | 19 | 36 | 23 |
15.再次阅读文章,以熟悉其内容。 15. Read the article again to become familiar with its content. | 30 | 40 | 11 | 9 | 10 |
16.阅读完后不口头复述文章内容。 16. Not reciting the content of the article orally after reading. | 19 | 17 | 24 | 31 | 9 |
17.阅读完全文后并没有将自己总结的文章大意、写作目的与自己事先的预测做比较。 After reading the entire text, I did not compare the summary of the article, its purpose, with my prior predictions. | 15 | 9 | 13 | 40 | 23 |
18.阅读完全文后进行段落划分,确定每一部分的主要内容。 After reading the entire text, I divided the text into paragraphs and determined the main content of each part. | 45 | 23 | 17 | 6 | 9 |
19.用自己的话写出文章的概要。 Summarize the article in my own words. | 27 | 37 | 18 | 11 | 7 |
20.评价作者的观点,看看与自己的有何不同。 Evaluate the author's views and see how they differ from my own. | 33 | 40 | 10 | 8 | 9 |
21.阅读完全文后不概括全文的大意。 After reading the entire text, do not summarize the main idea. | 17 | 15 | 22 | 34 | 12 |
在读后环节中,64%的学生会用自己的话写出文章概要,73%的学生会将作者的观点与自己的观点进行对比,63%的学生会将读后的结果与先前的预测进行比对与思考,超半数以上的学生会
In the post-reading phase, 64% of students will write a summary of the article in their own words, 73% will compare the author's views with their own, and 63% will compare the results of the post-reading with their previous predictions, with more than half of the students doing so.
在概况与比对之后,再次阅读,这些数据分析的结果表明,在读后,学生像之前跟随老师读完就不再理会文章的现象减少了,越来越多的学生,通过验证与思考,进行了更深层次的阅读理解,且不断通过思考来提高自身的阅读能力。
After summarizing and comparing, reading again, these data analysis results show that after the post-reading, the phenomenon of students not paying attention to the article after following the teacher to read it has decreased. More and more students are engaging in deeper reading comprehension through verification and reflection, and continuously improving their reading ability through thinking.
3.2.2 实验后实验班访谈结果分析与讨论
3.2.2 Analysis and Discussion of the Interview Results of the Experimental Class After the Experiment
为了更详细地研究学生对DRTA教学法的态度,以及他们对于英语阅读积极性是否有所提高,进行英语阅读的习惯与策略是否有所改变。本研究在调查问卷完成之后对实验班的学生进行了访谈。访谈按照优秀、良好、中等、及格和不及格等五个层次选取了10名学生。
In order to study in more detail the attitudes of students towards the DRTA teaching method, as well as whether their enthusiasm for English reading has increased, and whether their habits and strategies for reading have changed, this study conducted interviews with students in the experimental class after the completion of the questionnaire. Interviews were conducted with 10 students, selected from the excellent, good, average, passing, and failing levels.
在关于如何看待最近上课所使用的教学方法这个问题上,被采访的学生有7名给予了DRTA教学法中等以上的评价,其中3名学生给予了较高评价。5名学生表示十分喜欢这种新的教学方法。只有2名学生感觉这种教学方法比较一般,不想接受。
Regarding the question of how to view the teaching method used in recent classes, 7 students interviewed gave the DRTA teaching method a moderate or above evaluation, among whom 3 students gave a high evaluation. 5 students expressed a strong liking for this new teaching method. Only 2 students felt that this teaching method was quite ordinary and did not want to accept it.
在关于经过DRTA教学法教学后,如何把握一篇阅读的这个问题,大多数同学刚开始的时候是按照老师的介绍和文章的思路来阅读的,现在能够开始慢慢的把阅读和自己的实际情况联系起来,更方便理解,DRTA教学法可以帮助他在阅读文章和真实情况之间建立起联系。有学生认为,DRTA教学法对阅读理解学习很有帮助。经过一段时间的学习,现在开始阅读一篇新的文章时,能够下意识的先看一下标题和关键词,然后猜测和预测文章的内容。从整体上看,学生普遍认为DRTA教学法对他们的英语阅读有一定的帮助,但帮助的形式和方法可能有所不同。
Regarding how to grasp a reading passage after the teaching with the DRTA teaching method, most students initially read according to the teacher's introduction and the article's 思路. Now, they can gradually relate the reading to their own actual situations, making it easier to understand. The DRTA teaching method can help them establish a connection between reading articles and real situations. Some students believe that the DRTA teaching method is very helpful for reading comprehension learning. After a period of study, now when reading a new article, they can consciously look at the title and keywords first, then guess and predict the content of the article. Overall, students generally believe that the DRTA teaching method has a certain help to their English reading, but the form and method of help may be different.
在关于DRTA教学模式下的英语阅读课,与传统的英语阅读课有什么不同这个问题,有学生认为,传统英语阅读教学都是按照文章的顺序逐字阅读,然后完成练习。在接受DRTA教学法之后,阅读变得更有趣,因为在阅读前先预测文章内容,这让他们对阅读产生了好奇心,想知道自己的预测对不对。在阅读过程中,他们需要不断验证自己的想法,这让其更加专注,也更容易理解文章。而且,读完文章后,学生还要评价作者的观点和写作手法,这让学生学会了思考和批判,让思维变得更开阔了。
Regarding the difference between the English reading class under the DRTA teaching model and the traditional English reading class, some students believe that traditional English reading teaching is to read the article word by word in order, and then complete the exercises. After accepting the DRTA teaching method, reading becomes more interesting because they predict the content of the article before reading, which generates curiosity in them to see if their predictions are correct. During the reading process, they need to constantly verify their ideas, which makes them more focused and easier to understand the article. Moreover, after reading the article, students also need to evaluate the author's views and writing techniques, which teaches them to think and criticize, broadening their thinking.
在关于针对DRTA这一教学法,你觉得有什么可以改进的地方这一问题,学生们也给我提出了宝贵的建议。首先,在引导学生预测时可以提供更多的背景信息或者关键词,帮助学生更准确地做出预测,而不是完全凭空想象。因为有时候预测得太离谱,会导致阅读时发现与预测相差太远,有点打击积极性。其次,在求证预测的过程中,应该给学生更多的时间去仔细阅读和思考,而不是匆匆忙忙地进入评价阶段。最后,在评价学生的阅读时,除了看学生的预测是否准确,也可以关注学生们在阅读过程中的思考路径和解决问题的方法,这样能更全面地评价学生的阅读能力。
Regarding the question of what can be improved in the DRTA teaching method, students also gave me valuable suggestions. Firstly, when guiding students to predict, more background information or keywords can be provided to help them make more accurate predictions rather than relying solely on imagination. Because sometimes predictions can be too far-fetched, leading to a big discrepancy between the prediction and the actual reading, which may discourage their enthusiasm. Secondly, in the process of verifying predictions, students should be given more time to read and think carefully instead of rushing into the evaluation stage. Finally, when evaluating students' reading, in addition to checking the accuracy of their predictions, attention can also be paid to the students' thinking path and problem-solving methods during the reading process, which can provide a more comprehensive evaluation of the students' reading ability.
3.3 教学反思
3.3 Teaching Reflection
对于本文DRTA(Direct Reading Thinking Activity)教学法在初中英语阅读教学中的应用研究,我将从以下几个方面进行教学反思:
A study on the application of the DRTA (Direct Reading Thinking Activity) teaching method in junior high school English reading teaching, I will reflect on teaching from the following aspects:
(一)教学设计与实施的反思
(1) Reflection on Teaching Design and Implementation
首先是,预测环节的有效性。在实施DRTA教学法的预测环节时,教师应精心设计问题,避免过分重视词汇和语法(余晓蕾,2023)。要考虑是否提供了足够的线索和背景信息,让学生能够基于已有知识进行合理的预测,并且要尽量让所有的学生都能积极参与预测活动,考虑预测环节是否真正激发了学生的阅读兴趣和思维活动。
Firstly, the effectiveness of the prediction phase. When implementing the prediction phase of the DRTA teaching method, teachers should carefully design questions, avoid overemphasizing vocabulary and grammar (Yu Xiaolei, 2023). Consider whether enough clues and background information are provided for students to make reasonable predictions based on their existing knowledge, and try to ensure that all students can actively participate in the prediction activities, considering whether the prediction phase truly stimulates students' reading interest and thinking activities.
第二,阅读材料的适宜性。选择的阅读材料是否适合学生的阅读水平是非常重要的考量,例如:材料中是否包含了足够的信息让学生进行求证和评价,材料的内容是否贴近学生的生活实际,能够引起他们的共鸣。
Second, the suitability of the reading materials. It is very important to consider whether the selected reading materials are suitable for the students' reading level, for example: whether the materials contain enough information for students to verify and evaluate, and whether the content of the materials is close to the students' actual lives and can resonate with them.
第三,求证环节的引导。在求证环节,教师是否有效地引导学生通过阅读来验证自己的预测,是否提供了适当的阅读策略,帮助学生理解文本内容。
Thirdly, the guidance in the verification process. In the verification process, whether the teacher effectively guides students to verify their predictions through reading, and whether appropriate reading strategies are provided to help students understand the text content.
最后,评价环节的深度。在评价环节,要对学生是否能够深入思考并表达自己对文本内容的理解和评价进行评判,此外,反思教师是否鼓励了学生的批判性思维,让他们不仅理解文本,还能对文本进行评价和反思。
Finally, the depth of the evaluation process. In the evaluation process, it is necessary to assess whether students can think deeply and express their understanding and evaluation of the text content, as well as whether the teacher encourages students' critical thinking, allowing them not only to understand the text but also to evaluate and reflect on it.
(二)学生参与的反思
(II) Reflection on Student Participation
学生参与度。在DRTA教学过程中,是否所有学生都能积极参与;是否有学生在预测、求证和评价环节中表现出不积极或困难;其次,学生反馈。学生的反馈是否表明他们通过DRTA教学法提高了阅读理解能力;他们是否能够将所学策略应用到其他阅读材料上。
Student participation. In the DRTA teaching process, whether all students can actively participate; whether there are students who are not proactive or have difficulties in the prediction, verification, and evaluation stages; secondly, student feedback. Whether the feedback of students indicates that they have improved their reading comprehension through the DRTA teaching method; whether they can apply the learned strategies to other reading materials.
(三)教学效果的反思
Reflection on Teaching Effectiveness
阅读理解能力的提升。通过DRTA教学法的应用,学生的阅读理解能力是否有所提升;他们是否能够更好地理解文本内容,把握文章主旨;再者,思维能力的培养。DRTA教学法是否有助于培养学生的思维能力,包括预测、分析、综合和评价等高阶思维能力。
Enhancement of Reading Comprehension Ability. Through the application of the DRTA teaching method, has the students' reading comprehension ability been improved; can they better understand the content of the text and grasp the main theme of the article? Moreover, the cultivation of thinking ability. Does the DRTA teaching method help cultivate students' thinking ability, including higher-order thinking skills such as prediction, analysis, synthesis, and evaluation?