图式理论指导下的初中英语阅读理解解题策略应用研究

发布时间：2024-04-24 05:23

　　随着当今英语教育形势的变化,英语阅读已经成为英语学习过程中必不可少的因素。根据2011年义务教育阶段新课程标准改革的要求,初中英语考试中,英语阅读理解部分占比分较重,同时具有阅读题型比较多样,难度系数不等的特点。由此可见,阅读理解很显然成为了英语教育过程中的重要环节。然而各种各样的阅读理解题型给“教师教,学生学”的过程都造成了一定的困扰,在实施教学的过程中有一定的难度。由于时间限制和经验不足等原因,都使得学生在进行阅读理解练习的过程中遇到瓶颈,如何提高学生们在英语阅读理解中的解题的效率,成为困扰老师和学生难题,如果没有相对有效的解题方法,那么,学生们将很难在阅读理解的学习中保持兴趣和恒心。图式的概念最早源于1871年德国哲学家康德,直到后来1932年英国心理学家巴特雷特将图式理论应用到心理学研究当中。所谓图式,是建立在个体经验之上,通过有系统的储存在人体记忆的知识网络中,形成有层次的动态结构。从某种意义上来说,图式是激发了个体的已有知识和先前经验,进入个体意识进行筛选,再进行有效的头脑重建和认知。本文注重研究图式理论与英语阅读理解的结合。通过图式理论的应用,及利用人脑中先前知识和已有经...

【文章页数】：86 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
ABSTRACT
摘要
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Questions of the Research
    1.4 Layout of the Thesis
Chapter Two Literature Review
    2.1 Previous Studies on Schema Theory
        2.1.1 Previous Studies on Schema Theory Abroad
        2.1.2 Previous Studies on Schema Theory at Home
    2.2 Previous Studies on Schema Theory in Reading
        2.2.1 Previous Studies on Schema Theory in Reading Abroad
        2.2.2 Previous Studies on Schema Theory of Reading at Home
Chapter Three Theoretical Framework
    3.1 Schema Theory
    3.2 Functions of Schema Theory in Reading Comprehension
    3.3 Forms of Schema Theory
        3.3.1 Language Schema
        3.3.2 Content Schema
        3.3.3 Form Schema
    3.4 Feasibility on the Application of Schema Theory in Reading
        3.4.1 Language Schema in Reading
        3.4.2 Content Schema in Reading
        3.4.3 Form Schema in Reading
    3.5 Summary
Chapter Four Research Design
    4.1 Research Hypotheses
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Interviews
        4.3.2 Questionnaires
        4.3.3 Experimental Tests
        4.3.4 SPSS
    4.4 Experimental Teaching Procedures
        4.4.1 The Pre-implementation Stage
        4.4.2 Teaching Implementation
        4.4.3 A Sample for the Application of Schema Theory in Reading
        4.4.4 The Post-implementation Stage
Chapter Five Results and Analysis
    5.1 Results and Analysis of Interviews
    5.2 Results and Analysis of Questionnaires
    5.3 Results and Analysis of the Tests
        5.3.1 Comparison of Pre-test between EC and CC
        5.3.2 Comparison of the Pre-test and the Post-test in CC
        5.3.3 Comparison of the Pre-test and Post-test in EC
        5.3.4 Comparison of Post-test between EC and CC
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Limitations of the Research
    6.3 Suggestions for the Future Researches
Bibliography
Appendix A Interviews for Teachers
Appendix B Questionnaires for Students
Appendix C Reading Materials
Appendix D Tests in Pre-test and Post-test
Appendix E Results



本文编号：3963294