基于双重代码理论的高中英语阅读教学的有效性研究

发布时间：2018-05-12 19:27

本文选题：双重代码理论 + 英语阅读　；参考：《沈阳师范大学》2017年硕士论文

【摘要】：英语阅读一直是高中英语教与学的重难点。然而大多数英语教师采用注重字,词,语法的传统英语阅读教学法。许多注重言语系统的阅读教学模式和教学理论,例如,自下而上模式,自上而下模式,交互模式和图式理论。在20世纪70年代佩维奥提出了双重代码理论,它认为它有两种表征系统,一种是言语系统,另一种是非言语系统。研究者发现在母语教学的情况下双重代码理论有助于提高阅读能力,但是研究者很少把双重代码理论应用在第二语言环境下。该实验研究基于双重代码理论,也就是把双重代码理论应用在高中英语阅读上。为此作者设计并实施这项实验研究,并且提出了两个问题:1.双重代码理论对英语阅读成绩有影响吗?2.在哪方面双重代码理论影响了英语阅读?基于以上两个问题,作者在辽宁省抚顺市的高中选择了76名学生。并分成实验班和控制班,实验班40名学生,控制班36名学生。在试验期间,控制班接受了正常的英语阅读训练,而实验班接受了基于双重代码理论的英语意象训练。实验班和控制班都完成了问卷调查,前测,后测和采访。其中第一个问题依据前测和后测进行了量化的分析。第二个问题依据通过对前测,后测和采访用量化和质化的方式进行分析。作者收集的数据有SPSS 17进行分析。实验的数据分析得出结论:基于双重代码理论的英语阅读教学方法对英语阅读成绩有影响。同时,基于双重代码理论的英语阅读教学方法能提升学生对阅读的理解力,掌握文章中心思想。
[Abstract]:English reading has always been a difficult point in English teaching and learning in senior high school. However, most English teachers adopt the traditional English reading teaching method, which focuses on words, words and grammar. Many reading teaching models and theories focus on speech system, such as bottom-up, top-down, interactive and schemata. In the 1970s, Pevio put forward the dual code theory, which holds that it has two systems of representation, one is speech system, the other is non-verbal system. The researchers found that dual code theory can improve reading ability in the case of mother tongue teaching, but it is rarely applied in the second language environment. The experimental study is based on dual code theory, that is, applying dual code theory to high school English reading. To this end, the author designed and carried out the experimental study, and raised two questions: 1. Does dual code theory affect English reading scores? In what way does dual code theory affect English reading? Based on the above two questions, the author selected 76 students in Fushun City, Liaoning Province. And divided into experimental class and control class, experimental class 40 students, control class 36 students. During the experiment, the control class received normal English reading training, while the experimental class received English imagery training based on dual code theory. Both the experimental class and the control class completed questionnaires, pre-tests, post-tests and interviews. The first problem is analyzed quantitatively according to pre-test and post-test. The second question is based on the quantitative and qualitative analysis of pre-test, post-test and interview. The data collected by the authors are analyzed by SPSS 17. The data analysis of the experiment concludes that the method of English reading teaching based on dual code theory has an effect on English reading achievement. At the same time, the teaching method of English reading based on dual code theory can improve students' comprehension of reading and master the central idea of the article.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】