小学五年级英语阅读情况调查问卷报告

课题组*一、调查背景

《英语课程标准》（实验稿）中指出，听和读是理解技能，说和写是表达技能，这四种技能在语言学习和交际中相辅相成、相互促进。英语课程标准要求小学阶段的阅读量达到10万至12万字。阅读是英语综合运用能力的基础和前提，大量阅读是学习英语的重要途径，对英语学习成绩有很大影响。小学英语教学对课堂英语阅读教学的研究越来越重视，但有系统、有计划的阅读教学相对滞后，阅读仍然是学生学习英语的一个薄弱环节，适合学生的阅读材料不多。为此，我们提出了《小学五年级英语校本阅读课程的开发与应用的研究》课题研究。通过调查问卷了解五年级学生英语阅读的现状以及存在的各种问题，以便更有效地实施课题，有效提高学生阅读水平和应用能力。

二、研究过程

1、调查对象。本次问卷调查对象为我校五年级1-6班共六个班级学生。

2、问卷设计。本次调查以问卷为主，访谈形式为辅。问卷（见附录1）内容主要涉及学生对待英语阅读的态度、阅读动机，阅读题材，获取途径、阅读方式、阅读效果、阻碍学生主动进行阅读的因素等方面，共计17小题

3、问卷发放。本次调查采用无记名方式，要求学生独立、客观地答题。

4、问卷统计。共发问卷275份，实际收回有效卷274份，回收率为99。64%。

三．调查结果及分析

1、调查结果如下表:

*课题负责人：倪欢红

*课题组成员：吴芳、姜红芳、张慧丽、倪薇、彭爱凤、唐慧

2、数据分析

1）阅读动机

学习动机可分为外在动机和内在动机。影响内在动机的因素包括身体条件、教师的教学方法等。从问卷调查可以明显看出：当被问及“你对阅读是否喜欢”时，29.93％的学生选择非常喜欢；57.30％的学生选择喜欢。当被问及“你对开设阅读课是否喜欢”时，21.53％的学生选择非常喜欢；54.38％的学生选择喜欢。以上数据充分表明，学生对阅读教学是感兴趣的，大多数学生已经意识到了阅读的重要性，而大部分都喜欢上了英语阅读活动，有12.04%的学生不喜欢开设阅读课；12.04%的学生对是否开设阅读课持无所谓的态度。这说明我们学校对学生进行英语阅读的重要性教育不足。

2）阅读的选材

在英语教学中，很重要的一点就是材料的选择。材料的内容首先必须符合学生的兴趣。从调查结果看出，学生对幽默、对话最感兴趣(50％)，其次为故事型题材最(26.28％)，人物传记 (9.85％),科普(13.87)。研究表明，难度适当的材料对提高阅读最为有利。

3）阅读方法

教育的根本目标不仅仅是“学什么”，更重要的应该是“如何学”。从调查结果来看，有18.98％的学生在阅读时读大意;41.24%学生在阅读时边读边译;15.33%逐字逐句读，24.45%的学生碰到生词会立即查字典，阅读效率较低。而在拿到不同的阅读材料时，有17.15％的学生最先看题目;34.31%最先看文章’11.68%的学生先看后面的测试题;36.86%的学生会按先后顺序往下看。在阅读短文

时,42.70%会用笔划重点词、句；9.49%的学生从不划重点词、句；3.65%认为没必要。这也是为什么有些学生在表面上似乎看懂了全文，但选项的正确率低的原因了。因为他们没能从总体上来把握文章的结构，只有培养良好的阅读习惯才能提高学生阅读效率。

4）阅读途径

11．68%的学生认为提高阅读能力的途径是老师辅导；29。56%的学生认为是自己多读；42。34%的学生认为是老师辅导加自己多读；16。42的学生认为是家长辅导。

5）阅读存在的问题

影响阅读进行的重要原因是词汇量不足（48.54%），词汇是绊脚石，挫败学生自主阅读的兴趣。25。91%的学生认为语法不好阻碍了阅读；14.96%的学生认为缺少适合的材料;10.59%的学生认为作业多，没有时间阅读。

四、结语与启示

通过以上分析，可以得出以下结论：

1、缺乏阅读的材料

五年级英语课堂教学以《牛津英语》（上海版）为主，英语书上的阅读材料十分的有限。若要给学生增加阅读方面的训练，老师必须自己寻找阅读材料。这样做，一方面费时费力，另一方面，不能保证阅读材料的有效性。同一备课组的英语教师急需共同选择一些适合本校特点的阅读材料。调查统计表明：在内容上，学生对童话、幽默、故事等题材感兴趣，他们更喜欢那些故事性、趣味性、知识性强的语篇，教师就应该“投其所好”，在准备英语阅读课的时候，将教材按照单元话题为目标，有针对性地去搜寻那些学生感兴趣的话题和材料，每单元编写几篇篇以话题为主要内容的

阅读材料，每学期一本供五年级学生学习选用。通过配套阅读起到巩固所学内容，拓展阅读视角的作用。

2、缺少阅读的时间

五年级学生的英语阅读量不多，主观原因是学生没有认识到英语课外阅读的重要性，这需要教师多进行引导教育，让学生了解阅读与其它知识的联系，阅读对英语实践运用的作用，让学生从思想认识上有所转变。客观原因是适合小学生阅读的材料比较少，学生阅读的时间比较少。每周英语阅读时间在1-2小时的学生仅为17.52%。因此，课内增加阅读课、课中渗透阅读教学；课外引导学生利用双休日多读英语课外书籍。

3、缺少有效的阅读训练

我们从调查中发现，不少学生未能很好地掌握阅读的技巧，看不懂课外阅读材料，这说明我们的课堂教学还不够扎实，学生的知识面还不够广，我们教师要“授之以渔”，在课堂中教会学生阅读的方法，学生才能在课后进行阅读，才有能力去阅读。

4、我们对学生英语课外阅读材料来源进行调查，发现学生主动寻找课外阅读材料积极性不高，多是相对被动得接受阅读材料。教师应多鼓励学生相互交换英语课外阅读材料，做到资源共享，鼓励学生适当利用零用钱购买英语课外阅读材料。避免学生阅读材料的种类单一，内容不广泛，以降低学生阅读兴趣，影响知识量和面。学校应提供多种的英语课外阅读材料。

5、从调查中我们发现家庭因素对学生的英语课外阅读有重要的影响。我们应充分发挥家长学校的作用，提高家长对英语课外阅读的认识，让他们了解英语课外阅读对他孩子学习英语的重要性，让家长从时间、物质上对学生进行支持，并做好督促工作。同时，教师还要利用家长会或者家访机会，向家长介绍有关英语阅读的重要性和必要性。

6、在调查问卷中我们更好地认识到我们的学生他们的兴趣，他们的弱点及困惑，他们在阅读中存在的问题。

综上所述，我校应把英语阅读教学列入学校校本课程之一并予以实践，给学生提供更多的阅读空间与时间，让学校的英语教学再上一个台阶。

小学英语教学调查报告

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(完整)小学三年级英语阅读训练及答案

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小学英语教学现调查报告

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