基于体裁教学法的英语阅读教学对高中生思维品质影响的实证研究

发布时间：2022-01-02 05:17

　　《普通高中英语课程标准（2017年版）》将思维品质列为英语学科的关键能力之一,并强调英语阅读教学应以思维提升为导向。自课程改革以来,高中英语阅读教学虽取得了一定进展,但教学内容仍聚焦于文本的字面意义,教学活动以信息提取练习为主,没有很好地结合文本的体裁信息来培养学生分析、推理、评价等思维能力。体裁教学法为阅读教学提供了新的视角和理论依据。体裁被认为是一种交际事件,即作者因交际目的和对象的不同而采用特定的篇章结构和语言表达。在英语阅读教学中运用体裁教学法,就是在分析语篇体裁的基础上,将阅读当成一种交际过程来教学。不同体裁的语篇具有不同的交际目的和语篇结构,通过阅读范文分析写作目的、语篇组织和主旨大意理解的基础上,学生可根据文本的体裁与阅读任务,灵活运用阅读策略开展分析式、推论式、批判式阅读活动,对提高元认知阅读策略能力和英语高阶思维能力都有着积极意义。本研究将体裁教学法运用于高中英语阅读教学,致力于回答以下问题:1)基于体裁教学法的英语阅读教学对高中生分析能力的影响如何?2)基于体裁教学法的英语阅读教学对高中生推理能力的影响如何?3)基于体裁教学法的英语阅读教学提高高中生评价能力的影响如... 

【文章来源】：南京师范大学江苏省 211工程院校

【文章页数】：106 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter One Introduction
    1.1 Background of the research
    1.2 Purpose and significance of the research
    1.3 Layout of the thesis
Chapter Two Literature Review
    2.1 Relevant studies of genre-based teaching approach
        2.1.1Genre
        2.1.2 Genre analysis
        2.1.3 Genre-based teaching approach
        2.1.4 Empirical studies of genre-based teaching approach abroad and at home
    2.2 Relevant studies of thinking qualities
        2.2.1 Definition of thinking qualities
        2.2.2 Components of thinking qualities
        2.2.3 Characteristics of senior high school students’thinking qualities
        2.2.4 Empirical studies of thinking qualities abroad and at home
    2.3 Relevant studies of reading
        2.3.1 Nature of reading
        2.3.2 Levels of reading comprehension
        2.3.3 Models of reading
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Research subjects
    3.3 Research instruments
    3.4 Research procedures
        3.4.1 Pre-test stage
        3.4.2 Action stage
        3.4.3 Post-test stage
Chapter Four Results and Discussion
    4.1 Effects on students’analyzing qualities
        4.1.1 Overall effects on students’analyzing qualities
        4.1.2 Reasons for negligible effects on students’analyzing qualities
        4.1.3 Measures for students to improve analyzing qualities
    4.2 Effects on students’inferring qualities
        4.2.1 Overall effects on students’inferring qualities
        4.2.2 Reasons for considerable effects on students’inferring qualities
        4.2.3 Measures for students to improve inferring qualities
    4.3 Effects on students’evaluating qualities
        4.3.1 Overall effects on students’evaluating qualities
        4.3.2 Reasons for considerable effects on students’evaluating qualities
        4.3.3 Measures for students to improve evaluating qualities
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implications
    5.3 Limitations
References
AppendixⅠ Questionnaire
AppendixⅡ Pre-test Paper
AppendixⅢ Post-test Paper
AppendixⅣ Assessment Standards for Writing Tasks
AppendixⅤ Interview Outline
Acknowledgements



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