OBE视域下BOPPPS教学模式应用于初中英语阅读教学中的实践探究——以Unit 9语篇Sad but Beautiful为例
A Practical Exploration of BOPPPS Teaching Mode Applied to Junior High School English Reading Teaching in OBE Perspective—Taking Unit 9 Passage “Sad but Beautiful” as an Example

本文以结果导向教育为基础，结合BOPPPS教学模式，对初中英语阅读进行了实证性的研究。基于“能力产出”的OBE理论，与BOPPPS教学模式的各大板块相吻合，前者聚焦教育目标设定，后者提供可操作的课堂实施路径。在具体的教学过程中，笔者将这六个递进式的教学模式：导入阶段、目标阶段、前测阶段、参与式学习阶段、后测阶段和总结阶段运用到阅读教学中。实证研究结果表明，这种教学模式不仅可以提高学生的课堂参与度、学生的主动性以及学生的阅读理解能力，而且还可以提高学生的阅读理解能力。
This paper presents an empirical study of junior high school English reading based on outcome-oriented education (OBE) and the BOPPPS teaching mode. The OBE theory based on “output of competence” coincides with the major components of the BOPPPS teaching mode, with the former focusing on the setting of educational goals and the latter providing an actionable path for classroom implementation. In the specific teaching process, the author applies these six progressive teaching modes: bridge-in stage, learning objective stage, pre-assessment stage, participatory-learning stage, post-assessment stage and summary stage to reading teaching. The results of the empirical study show that this teaching mode can not only improve students’ classroom participation, students’ initiative and students’ reading comprehension.