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图式理论指导下的大学英语阅读教学的实证研究

发布时间:2021-03-19 16:24
  一些学者及教师传统地认为阅读理解是一个被动的,接受性的过程。但是早在1917年,桑代克(Thorndike)提出了“阅读是一个解决问题的主动过程”的概念。30多年前,一些学者及研究者(尤其是Goodmanl967和Smith,1971)提出了阅读是一个心理层面的主动的认知过程。这种阅读模式描述了怎样猜测词义及句法并为其抽样归类。1781年,德国哲学家、心理学康德(Immanuel Kant)首次提出了图式的概念,意指阅读者可以通过已存在于他/她头脑中的知识无意识地理解文本内容,反之,他/她已有的知识可以通过这种方式得到扩展,从而帮助阅读者提高他/她的阅读效率及阅读速度,一定程度上,还可以增加阅读者的阅读兴趣。这种新的阅读模式较之传统模式更为不同,更为有效,国内外的许多研究者与学者都对其关注颇多,如国外的卡尔(Carrell,1981;1983),安德森(Anderson,1979),乔那森(Johnson,198),鲁梅尔哈特(Rumelhart),还有中国的白云(1985),吴棠(1986),乐美云(1991),朱忠渡(1991),黄丹丹(1992),朱中毅(1993),娄丽君(19... 

【文章来源】:长春工业大学吉林省

【文章页数】:68 页

【学位级别】:硕士

【文章目录】:
Abstract
摘要
Introduction
Chapter One Literature Review
    1.1 Studies on Schema-based Reading Abroad
    1.2 Studies on Schema-based Reading at Home
Chapter Two Theoretical Foundation
    2.1 Schema Theory
        2.1.1 Definitions of Schemata
        2.1.2 Categories of Schemata
        2.1.3 Functions of Schemata
    2.2 Reading and Reading Process
        2.2.1 Nature of Reading
        2.2.2 Reading Process
    2.3 Three Models of the Reading Process
        2.3.1 the Bottom-up Model
        2.3.2 the Top-down Model
        2.3.3 the Interactive Model
Chapter Three Methodology and Empirical Study
    3.1 Study Objective and Issues
    3.2 Subjects
    3.3 Study Instruments
        3.3.1 Reading Tests
        3.3.2 Questionnaires
    3.4 Procedures of the Study and Schema-based Training
        3.4.1 the Procedure of the Empirical Study
        3.4.2 the Procedures of Schema-based Training
    3.5 A Schematic Model of Teaching
        3.5.1 Enriching Linguistic Schema
        3.5.2 Constructing Content Schema
        3.5.3 Utilizing Formal Schema
Chapter Four Results Analysis and Implication
    4.1 Analysis and Discussion of the Reading Comprehension Test Scores
        4.1.1 Analysis of the Descriptive Statistics of the Pre-test and Post-test
        4.1.2 Further Analysis of the Post-tests Scores
    4.2 Analysis and Discussion of the Questionnaires Results
    4.3 Implication of the College English Teaching under Schema Theory
        4.3.1 Teaching Reading Skills
        4.3.2 Pervasion of the Cultural and Formal Background
        4.3.3 Encouraging the Extensive Reading out of Class
        4.3.4 Separating and Interacting Use of the Schema Theory
Conclusion
Acknowledgements
Bibliography
Appendix
    Appendix Ⅰ
    Appendix Ⅱ
作者简介
攻读硕士学位期间研究果



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