计算机辅助教学与学生对文学作品的理解

瑞安 ·P
贾斯丁诺塞维利亚高中

摘要

本研究旨在比较计算机辅助教学(CAI)与传统教学(TI)对 2015-2016 学年十年级男女学生阅读理解能力的 影响。76 名 10 年级学生、3 名英语教师和 1 名英语班主任是本次研究的调查对象。研究人员采用随机分组的方法。本 研究采用准实验研究设计，以教师自编测验和评价问卷为主要数据收集工具。研究人员采用加权平均、频率计数、百 分比、标准差、协方差分析对数据进行分析。讨论的文学作品是欧·亨利(威廉·西德尼·波特)的短篇小说《东方 三博士的礼物》和《最后一片叶子》。得到的假定值为 0.000，表明CAI组在阅读理解上的测试前和测试后有显著差异。 此外，TI组的测试前和测试后得到的假定值为 0.003，表明测试前和测试后有很高的显著性差异。讨论后，两组学生的 阅读理解能力都有所提高。两组测试后的假定值为 0.443，说明两种教学方式对学生的阅读理解能力没有显著影响。这 表明学生是通过CAI学习还是通过TI学习。得到的假定值为 0.591，表明男性和女性受访者在阅读理解上没有显著差异; 强调男性和女性受访者在相同理解水平的处理后，对文学文本的阅读理解都有所提高。因此，计算机辅助教学可以作 为文学教学的一种替代或补充。

关键词

计算机辅助教学;文学文本;传统教学;阅读理解

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