小学高年级英语语篇阅读教学的实践研究

发布时间：2018-05-06 21:32

本文选题：语篇阅读教学 + 高年级英语教学　；参考：《上海师范大学》2015年硕士论文

【摘要】：2001年《上海市中小学英语课程标准》的颁布,以“二期课改”的课程理念为指引,明确了中小学英语课程目标和内容要求,分级别描述了听说读写四个英语技能的具体要求,使得课程目标导向从单一的知识目标转向语言知识、语言技能、学习策略、情感态度、文化意识的融合。随之而来的则是符合“二期课改”的教材呈现多元化,教材内容由“句型操练式”转向“语篇情境模式”,从而促使教学模式由“单词句型操练”逐渐转变为“话题、语境、语用”相结合的语篇阅读教学形式。通过创设真实语境,在读前、读中和读后环节中设计层层递进的阅读教学活动,对学生在阅读过程中的心理状态、思维方式、阅读方法分析指导和调控,利用阅读策略引领阅读过程,帮助学生掌握基本的阅读技巧,激发学生的思维能力,逐步提升语用能力。本文共分五个章节。第一章绪论介绍了本文的研究背景与意义、概念界定、研究目标与内容、研究方法与过程。第二章分析了四种阅读模式对阅读教学的重大影响、英语阅读理论对语言学习的释义及建构主义学习理论对语篇阅读教学的意义。第三章阐述了英语语篇材料选择的原则和依据,以调查问卷的方法从学生和教师两方面研究阅读材料与学生阅读兴趣的关系。结合教学案例研究语篇内容再构的要求和策略。第四章探究基于单元整体性的阅读三阶段有效教学模式的实施。读前(Pre-reading),读中(While-reading),读后(Post-reading)的阅读活动设计激活学生的思维能力,指导和训练学生运用适切的阅读策略提高阅读的速度和准确性,运用案例具体阐述语篇阅读教学的过程,并提供促使学生主动在课后阅读的有效方法。第五章对语篇阅读教学课堂实施后的效果进行分析和总结。
[Abstract]:The promulgation of Shanghai Primary and Middle School English Curriculum Standard in 2001, guided by the curriculum concept of "second stage Curriculum Reform", defines the English curriculum objectives and content requirements of primary and secondary schools, and describes the specific requirements of the four English skills of listening, speaking, reading and writing in different levels. The goal orientation of the curriculum changes from a single knowledge goal to a fusion of language knowledge, language skills, learning strategies, emotional attitudes, and cultural awareness. What follows is that the teaching materials in accordance with the "second class reform" are diversified, and the content of the teaching materials is changed from "sentence pattern practice" to "discourse situation mode", which makes the teaching mode gradually change from "word sentence pattern practice" to "topic, context". The combination of pragmatics and the teaching of text reading. By creating real context, designing the progressive reading teaching activities before reading, reading and reading after reading, it can guide and regulate the students' psychological state, thinking mode and reading method in the process of reading. Using reading strategies to guide the reading process, help students master basic reading skills, stimulate students' thinking ability, and gradually improve their pragmatic competence. This paper is divided into five chapters. The first chapter introduces the research background and significance, the concept definition, the research goal and content, the research method and the process. Chapter two analyzes the great influence of four reading modes on reading teaching, the interpretation of English reading theory to language learning and the significance of constructivism learning theory to discourse reading teaching. Chapter three discusses the principles and basis of the choice of English discourse materials, and studies the relationship between reading materials and students' reading interest from two aspects of students and teachers by means of questionnaire. This paper studies the requirements and strategies of discourse content reconstruction in the light of teaching cases. Chapter four explores the implementation of the three-stage effective teaching model of reading based on unit integrity. The design of reading activities before reading and reading is designed to activate students' thinking ability, to guide and train students to use appropriate reading strategies to improve the speed and accuracy of reading, and to use cases to explain the process of text reading teaching. It also provides effective ways to encourage students to read actively after class. Chapter five analyzes and summarizes the effect of text reading teaching.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31

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