文化导入在初中英语阅读教学中的应用研究

发布时间：2018-03-30 11:52

本文选题：文化背景知识　切入点：初中生　出处：《内蒙古师范大学》2015年硕士论文

【摘要】：众所周知,阅读在整个英语教学中占有举足轻重的地位。它是语言学习的主要目的和途径。在我国初中的英语教学中,英语教师试图通过大量的阅读训练来提高学生的阅读理解能力,同时他们也一直努力寻求各种提高阅读理解能力的方法来提高英语成绩。然而,受到我国应试教育的影响,一些教师把阅读课的教学重点放在了单纯扩大词汇量和语法的教授上,从而导致学生不能把握对篇章的正确理解。究其原因,其中之一是由于文化背景知识匮乏引起的。新课程改革要求初中生在英语阅读教学课堂上除了掌握基本阅读技能之外,还需要增强对世界文化的了解,把英语文化知识与社会实践成功结合,从而培养学生的跨文化交流能力。图式理论是人们在理解新事物的时候,需要将新事物与已知的概念、过去的经历即背景知识联系起来,对新事物的理解和解释取决于头脑中已经存在的图式,输入的信息必须与这些图式相吻合。图式理论的运用使得学生在英语阅读过程中通过已有的文化背景知识来准确理解阅读材料的内容,揣摩作者的写作意图及主旨大意,从而更有效的提高阅读理解能力。因此这就需要我们初中英语教师在英语阅读课上尽可能多地传授文化背景知识。本研究的目的是了解文化背景知识导入在目前初中英语阅读课堂上的实际应用情况以及检验通过文化导入能否提高初中生的英语阅读理解能力。该研究试图回答的问题是:通过对文化背景知识的导入是否能并且提高初中学生的英语阅读理解能力。针对这一点,本研究以80名初一学生为研究对象,通过问卷调查,教师访谈以及文化和阅读测试等实验方法来实现证明。经过为期三个月的训练,通过阅读测试我们得出的研究结论是通过对文化背景知识的学习能够并且提高了初中生的英语阅读理解能力。同时,本研究也带来了一些关于教师角色,自身专业发展水平以及文化教学方面的教学启示,通过对文化背景知识的导入开拓了初中学生的文化视野,增进学生学习英语的兴趣,从而提高了学生的阅读理解能力。
[Abstract]:As we all know, reading plays an important role in the whole English teaching. It is the main purpose and approach of language learning. English teachers try to improve the students' reading comprehension ability through a lot of reading training. At the same time, they also try to find various ways to improve their reading comprehension ability to improve their English performance. However, it is influenced by the exam-oriented education in our country. Some teachers put the emphasis of reading teaching on the teaching of expanding vocabulary and grammar, which led to the students unable to grasp the correct understanding of the text. One of them is the lack of cultural background knowledge. The new curriculum reform requires junior high school students to have a better understanding of world culture in addition to mastering basic reading skills in English reading teaching classes. English cultural knowledge is successfully combined with social practice to develop students' cross-cultural communication ability. Schema theory is that when people understand new things, they need to connect new things with known concepts, past experiences, that is, background knowledge. The understanding and interpretation of something new depends on the schema that already exists in the mind, The input information must be consistent with these schemas. The application of schema theory enables students to accurately understand the content of the reading material through the existing cultural background knowledge, and to understand the author's writing intention and main idea in the process of English reading. Therefore, we need to teach as much cultural background knowledge as possible in English reading class. The purpose of this study is to understand the introduction of cultural background knowledge into the current situation. The practical application in junior middle school English reading classroom and the test whether the junior high school students' English reading comprehension ability can be improved through cultural introduction. The question that this study attempts to answer is: can the introduction of cultural background knowledge help the junior high school students? And improve the English reading comprehension of junior high school students. In this study, 80 junior high school students were selected as the research subjects, which were proved by questionnaire survey, teacher interview, culture and reading test, etc. After three months of training, Through the reading test, we conclude that the learning of cultural background knowledge can and improves the English reading comprehension ability of junior high school students. At the same time, this study also brings some questions about the role of teachers. Through the introduction of cultural background knowledge to the junior high school students' cultural vision and interest in learning English, the reading comprehension ability of the students is improved.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

【共引文献】