分层拓展阅读对小学生英语阅读能力影响的实验研究

发布时间：2018-04-28 13:58

本文选题：英语分层拓展阅读 + 小学英语教学　；参考：《广州大学》2017年硕士论文

【摘要】：英语阅读是英语学习中至关重要的一部分,因此在小学英语教学中教师们都十分重视培养学生的英语阅读能力。然而,在目前的小学英语阅读教学中却存在着一个较为突出的问题,即在现行的班级授课制下,每个班级都会出现学生阅读能力的差异,而教师的教学却是根据学生的平均水平考虑而忽略了学生的个体差异和实际需求,致使阅读能力高的学生觉得没有挑战性,阅读水平低的学生因达不到要求而丧失信心和学习动机。针对这个问题,本论文作者基于个体差异理论,最近发展区理论和语言输入理论,试图探讨英语分层拓展阅读是否能对学生英语阅读能力及其英语阅读兴趣产生影响。本论文作者选取了********小学五年级的两个平行班为实验对象,开展了为期九周的英语分层拓展阅读教学实验。其中2班为实验班,3班为控制班。实验前对两个班的学生进行了前测,并对成绩进行了分析,目的是为了检验两个班学生的阅读水平是否为同一水平。实验开始后,在控制班采用常规的英语阅读训练,而在实验班采用英语分层拓展阅读训练。实验结束后,对两个班进行后测,以验证英语分层拓展阅读训练是否对学生的阅读能力产生了影响。另外,为了调查学生实验前后的英语阅读兴趣的变化,实验前后分别对学生进行了问卷调查。数据收集之后,作者使用SPSS 17.0软件对前后测两次的阅读成绩和调查问卷所获的数据进行统计和分析。此外,作者还对实验班的部分学生进行了结构性访谈。研究结果显示:(1)与传统的英语阅读教学相比较,英语分层拓展阅读更有助于提高学生的英语阅读成绩;(2)英语分层拓展阅读能更好地提高学生的英语阅读兴趣。本研究表明英语分层拓展阅读方法应用于小学英语阅读教学是切实可行的。此外,本文作者希望本研究能为未来该领域的研究提供一些参考。
[Abstract]:English reading is an important part of English learning, so in primary English teaching, teachers attach great importance to developing students' English reading ability. However, in the present primary school English reading teaching, there is a more prominent problem, that is, under the current class teaching system, each class will have the difference of students' reading ability. However, teachers' teaching is based on the students' average level and ignores the students' individual differences and actual needs, which makes the students with high reading ability feel unchallenged. Students with low reading proficiency lose confidence and learning motivation because they fail to meet their requirements. In order to solve this problem, the author based on the theory of individual difference, the theory of proximal development area and the theory of language input, attempts to explore whether the delamination of English reading can affect students' English reading ability and their interest in English reading. In this paper, the author takes two parallel classes in Grade 5 of Primary School as experimental objects, and carries out a nine-week experiment on English reading teaching. Class 2 is experimental class and class 3 is control class. Before the experiment, the students in the two classes were tested before the experiment, and the results were analyzed in order to test whether the reading level of the two classes was the same. At the beginning of the experiment, conventional English reading training was adopted in the control class and extended reading training in the experimental class. At the end of the experiment, the two classes were tested to verify whether the English reading training at different levels had an effect on the students' reading ability. In addition, in order to investigate the changes of students' interest in English reading before and after the experiment, questionnaires were conducted before and after the experiment. After the data was collected, the author used SPSS 17.0 software to analyze the reading scores and the data obtained from the questionnaire. In addition, the author also conducted structural interviews with some students in the experimental class. The results show that compared with the traditional English reading teaching, English reading is more helpful to improve students' reading scores. This study shows that it is feasible to apply the extended reading method to English reading teaching in primary schools. In addition, the author hopes that this study can provide some references for future research in this field.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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