高中英语阅读教学中多元识读能力培养研究

发布时间：2018-01-15 13:17

本文关键词：高中英语阅读教学中多元识读能力培养研究　出处：《闽南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：听、说、读、写是英语学习者需要掌握的四项基本技能。在这四项基本技能中,读的能力占据了更为重要的地位。在全国各地的高考试卷中,阅读部分往往所占比重最大。但是在日常教学中,不管是教师们的教学还是学生们的学习大多停留在教材的文字之中,较少有人关注到其它更多的阅读资源。据此,本研究尝试将新伦敦小组提出的以“设计”为理念的多元识读能力培养教学模式应用于高中英语阅读课堂中,让学生在“明确指导、实地操练、批判性框定和改造式操练”四个教学环节中学习语言。本文先对多元识读能力培养方面的文献进行梳理,总结出阅读教学中多元识读能力的培养模式,挖掘出高中英语阅读教学中潜在的多模态设计资源,并提出了以下三种假设:1.多元识读能力的培养模式在高中英语阅读课堂中具有一定的可行性。2.多元识读能力的培养可以提高学生对阅读篇章的理解。3.多元识读能力的培养从一定程度上促进学生多元符号资源的利用和相互合作。最后在福建省漳州第一中学高二年开展实验研究来验证将这一新型的能力培养模式应用于高中英语阅读课堂的可行性。本实验挑选了两个学习水平相当、人数相等的平行班级进行了为期一个学期的教学实验研究。教师在实验班的英语阅读教学课上有意识地通过多元识读教学法的四个教学步骤来培养学生的多元识读能力。为了验证该培养模式对阅读教学的有效性,本实验首先安排学生完成PPT设计任务,并收集他们的设计作品来分析学生的多元识读能力是否有所提高。其次通过前后测成绩数据分析和调查问卷结果分析来发现学生阅读能力是否在一定程度上得到提升。经研究发现:在高中英语阅读教学中应用多元识读能力培养模式不仅具有一定的可行性,而且学生在把握文章主旨和细节信息等方面的阅读能力均有所提高。另外,学生为完成设计任务,学会对各种资源的识别、归类、筛选和评价,并且能与学习伙伴开展合作学习,提高相互间的协同能力。本文旨在通过这一研究结果为广大一线教师改进阅读教学方法、重视语篇的多模态资源开发、发展学生多元识读能力提供一定的理论和实践参考。
[Abstract]:Listen, say, read, writing are four basic skills of English learners. In the four basic skills, reading ability occupies a more important position in the country. The college entrance examination papers, the reading part is often the largest proportion. But in everyday teaching, whether teachers the teaching and learning of the students mostly in textbook writing. Few people paid attention to other more reading resources. Therefore, this study attempts to put forward the New London team to "design" multiliteracies to cultivate the idea of the application of teaching mode in high school English reading class, students in the "clear guidance field practice, critical framing and transformation practice" four language learning teaching process. This paper firstly multiliteracies culture literature, summed up the training mode in the teaching of reading multiliteracies Type, dig out the multimodal design potential resources in teaching English reading in high school, and put forward the following three hypotheses: the training mode of 1. multiliteracies in the training of senior high school English reading training has certain multiliteracies feasibility of.2. in the classroom can improve the students' understanding of the reading passage.3. multiliteracies in a certain degree to promote students to use multiple semiotic resources and mutual cooperation. Finally, experimental study was carried out in the Fujian province Zhangzhou first middle school years will verify this new training model is applied in senior high school English reading class is feasible. This study selected two parallel classes of learning level, equal number of teaching experimental study a semester. The teachers in the experimental class teaching of English reading class teaching four steps consciously through multi literacy teaching method to The cultivation of multiliteracies students. In order to verify the effectiveness of the training mode of reading teaching, this study first arrange for students to complete the PPT design task, and collect their design work to analyze the students' multiliteracies is improved. Secondly, through the analysis of results measured before and after the data analysis and the results of the questionnaire to find out whether the students' reading ability be promoted to a certain extent. The study found that: in the high school English Reading Teaching in the application of multiliteracies mode not only has certain feasibility, and the students were in the grasp of the theme and detail information and other aspects of the reading ability improved. In addition, the students to complete the design task, identification of various resources to classified. Screening and evaluation, and can carry out cooperation and learning partners learning, improve coordination ability between each other. This paper aims to this research The results provide a theoretical and practical reference for the majority of front-line teachers to improve reading teaching methods, pay attention to the development of multimodal resources and develop students' multiple literacy.

【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【参考文献】