阅读作为提高学生英语水平的重要手段，在英语学习过程起着重要作用。如何才能 有效地提高学习者的英语阅读能力一向是英语教学的重点。学案导学的显著优点就是强 调学生的主体作用，学生利用学案进行自主学习，在自学过程中通过学法的指导学会学 习，并且在这个过程中碰到的疑难点，学生可以标记之后在课堂上与老师和学生进行讨 论，带着问题进入课堂，提高学习效率，提高学生的主动性。 本研究是在“最近发展区”理论和合作学习理论的基础之上，以笔者实习所在学校 的高一两个成绩相当的平行班为研究对象，其中 6 班为实验班、8 班为对照班，进行了 为期三个月的实验研究。在研究过程中，通过对两个班进行阅读能力测试、问卷调查和 访谈来进行验证。研究的目的在于利用学案导学教学模式来探索能否提高学生的阅读能 力，以及能否有助于提高学生的阅读兴趣，提升学生的阅读自主性，增强阅读能力。在 对照班的英语阅读课上，仍然按照以前的阅读教学模式进行教学，即以教师的讲解为重 点。而对于实验班，笔者则是根据学生的实际情况以及具体的学习内容编制出不同的学 案，通过学案引导学生学习，并且利用小组讨论解决问题的方式培养学生解决问题的能 力。通过对学生实验前和实验后进行问卷调查，了解学生的阅读学习情况和对阅读的态 度以及对学案导学这种教学模式的态度。为弥补问卷的不足还采用个别访谈的形式来了 解学生的学习情况和对新教学模式的态度。通过实验前的测试和实验后的测试来检测学 案导学对学生的阅读能力是否有效果。 通过对两次问卷调查和测试数据的对比分析表明，两个班的学生对阅读的兴趣和阅 读能力都有所提升。但是实验班的学生对阅读的兴趣明显高于对照班，测试成绩也略微 高于对照班，特别中等生的数量明显高于对照班。访谈结果也表明学生利用学案进行学 习有助于他们掌握学习方法以及增强了参与活动的主动性。通过这些结果可以表明利用 学案导学来提高学生英语阅读能力是可行的。不仅提高了学生阅读的学习兴趣、养成了 预习的学习习惯，还帮助学生掌握了部分的阅读策略，学生也愿意积极参与到课堂活动 中。 关键词:高中英语,学案导学,阅读能力II A Study On the Feasibility of Improving High School Students’ English Reading Ability With the Help of Guided Learning Plan Abstract Reading as an important way of improving students’ English level, plays a significant role in the process of English learning. How to improve students’ English reading ability effectively becomes essential. The outstanding merit of guided learning plan is that students are the center of learning and teaching process. Students learn to read by using learning plan and find out the focal and difficult points at the same time. They enter the class with those questions and discuss with teacher and partners about them, which can improve their initiates. Based on “Zone of Proximal Development” theory and cooperative learning theory, this research treats two fairly comparable grade one classes as the objects, in which class six is the experimental class, class eight control class, lasted for over three months. The research is aimed to study how to improve the students’ reading ability, whether it can arouse their interest and stimulate their reading autonomy by applying guided learning plan. To prove those points, it involves in the test for reading ability, questionnaire and interview. During this period, control class is taught by using the same method as before, that is, putting the teacher into as the center. While in the experimental class, students are guided by the different learning plans which are written on the base of their abilities. They discuss in groups to solve the problems they had met in the process of self-learning, which can develop their ability of solving problems. It also reflects students reading abilities and attitudes for reading and guided learning plan teaching method by making questionnaire before and after the experience. To make up for the adequacy of questionnaire, the students are interviewed at the end of this experience to collect the data of their attitudes for this new teaching method. They also passed the reading tests both before and after the experiment so as to prove whether the new method could improve their reading ability or not. By comparing the data of questionnaires and tests, it reflects that the interest and reading ability of both experimental class and control class are increased. However, the interest inIII experimental class is higher than control class and the test grades in experimental class also higher, especially for the moderate students. The result of interview shows that it arouses their interest and stimulates them to participate in the activities. Through the analysis of above results, it proves that guided learning plan teaching method can improve the high school students’ reading ability by using guided-learning plan. It can not only arouse their interest and foster the habits of pre-study, but also help them grasp the reading strategies partly and join in the activities. Key words: senor high school English, Guided-learning plan, reading ability2 目 录 中文摘要..................................................................................................Ⅰ Abstract ...................................................................................................Ⅱ 1.引言 .........................................................................................................1 1.1 研究背景 ............................................................. 1 1.2 研究目的与意义 ........................................................ 1 1.3 研究问题与方法 ....................................................... 1 1.4 报告框架.............................................................. 2 2.文献综述 .............................................................. 3 2.1 阅读的相关研究 ........................................................ 3 2.1.1 阅读模式 ........................................................ 3 2.1.2 阅读策略 ........................................................ 4 2.1.3 高中英语阅读教学的问题 .......................................... 5 2.2 学案导学的相关研究 .................................................... 6 2.2.1 学案和学案导学的概述............................................. 6 2.2.2 学案与教案的区别................................................. 7 2.2.3 学案的编写....................................................... 7 2.2.4 学案导学的流程................................................... 8 2.2.5 学案导学教学的相关研究........................................... 9 3.理论基础 ............................................................. 11 3.1“最近发展区”理论.................................................... 11 3.2 合作学习理论 ......................................................... 11 4.行动研究 ............................................................. 13 4.1 研究问题............................................................. 13 4.2 研究对象............................................................. 13 4.3 研究工具............................................................. 13 4.3.1 问卷调查法...................................................... 13 4.3.2 访谈法.......................................................... 14 4.3.3 测试结果分析法.................................................. 14 4.4 研究过程............................................................. 14 4.4.1 实验前的调查分析................................................ 14 4.4.2 编写学案........................................................ 153 4.4.3 学案导学的实施.................................................. 18 5.结果与分析 .......................................................... 23 5.1 问卷调查的结果与分析 ................................................. 23 5.2 访谈的结果与分析 ..................................................... 27 5.3 两个班的阅读成绩结果与分析 ........................................... 28 5.4 实验小结............................................................. 29 6.结论与启示 .......................................................... 31 6.1 学案导学提高学生阅读能力的可能性 ..................................... 31 6.2 对教学的启示 ......................................................... 31 6.3 本调查研究的局限性和不足 ............................................. 32