K-W-L策略结合QAR策略在高中英语阅读教学中的应用研究
发布时间：2020-12-13 01:23
2017版英语新课程标准（新课标）作为英语学习效果的衡量标准,强调了英语阅读学习是学生主动学习的过程。更有相关研究指出,学生的自主提问能力直接影响学生阅读能力。然而,当今传统英语阅读课堂教学却忽视对学生自主提问能力和自主学习能力的培养。因此,本文以元认知、图式理论与建构学习理论为理论基础,通过运用K-W-L（“已知→想知→学知”,即“知→思→学”）教学策略与QAR（问答关系）教学策略相结合的阅读教学模式,从一个全新的视角来探讨以下两个研究问题:（1）K-W-L与QAR相结合的教学策略会对高中生的阅读能力产生什么样的影响?（2）在K-W-L和QAR相结合的阅读教学策略下,学生的阅读态度会发生什么样的转变?因此,本研究选取了两个水平相当的高一平行班作为实验班和控制班,进行了为期三个月的实验研究。研究对实验班进行K-W-L与QAR相结合的阅读教学模式,而在控制班进行传统的阅读教学模式。研究方法分别采用了阅读测试法、调查问卷法,以及访谈法。其中,测试题中融入了新课标的相关要求,旨在验证K-W-L与QAR相结合的阅读策略是否使学生的阅读能力达到了新课标的要求,其测试结果采用SPSS 21.0进行...
【文章来源】：沈阳师范大学辽宁省
【文章页数】：194 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
中文摘要
List of Abbreviations
Chapter 1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Purpose of the Study
1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
2.1 K-W-L
2.1.1 Definitions of K-W-L Strategy
2.1.2 Procedures of K-W-L Strategy
2.1.3 Advantages of the K-W-L Strategy
2.2 Theoretical Basis for the K-W-L Strategy
2.2.1 Constructivism
2.2.2 Metacognition Theory
2.2.3 Schema Theory
2.3 Question-Answer Relationship （QAR） Strategy
2.3.1 Definition of Question-Answer Relationship （QAR） Strategy
2.3.2 Categories of Question-Answer Relationship （QAR） Strategy
2.3.3 Procedures of Question-Answer Relationship （QAR） Strategy
2.3.4 The Relationship Between QAR Strategy and Reading Stages
2.3.5 Advantages of QAR Strategy
2.4 Previous Studies of K-W-L Strategy in English Reading Teaching
2.4.1 Previous Studies Abroad
2.4.2 Previous Studies at Home
2.5 Previous Studies of QAR Strategy in English Reading Teaching
2.5.1 Previous Studies Abroad
2.5.2 Previous Studies at Home
Chapter 3 Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Pre-test and Post-test
3.3.2 Questionaire
3.3.3 Interview
3.4 Teaching Procedures
3.4.1 Analysis of Teaching Material
3.4.2 Analysis of Teaching Objectives
3.4.3 Framework of General Teaching Procedures
3.4.4 Framework of Specific Teaching Procedures
3.4.5 General Teaching Procedures of the Sample Text
3.4.6 Specific Teaching Procedures of the Sample Text
3.5 Data Collection
3.6 Data Analysis
Chapter4 Results and Discussion
4.1 Results
4.1.1 Results of the Test
4.1.2 Results of Questionnaires
4.1.3 Results of Interview
4.2 Discussion
4.2.1 Discussion on the Effects of Students’Reading Proficiencies after the Application of K-W-L Strategy Combining with QAR Strategy
4.2.2 Discussion on the Changes of Students’Attitudes Towards English Reading After the Application of K-W-L Strategy Combining with QAR Strategy
Chapter5 Conclusion
5.1 Major Findings
5.1.1 General Merits of the Combination of Two Strategies
5.1.2 Specific Strengths the Combination of the Two Strategies
5.2 Pedagogical Implication
5.2.1 Theoretical Significances
5.2.1.1 Conjunction of K-W-L,QAR and NECS
5.2.1.2 Merits and Drawbacks of K-W-L and QAR Strategies Respectively
5.2.2 Practical Significances
5.2.2.1 Implication of Innovative Points
5.2.2.2 The Comparative Advantages
5.3 Limitations of the Study
5.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
本文编号：2913625
【文章来源】：沈阳师范大学辽宁省
【文章页数】：194 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
中文摘要
List of Abbreviations
Chapter 1 Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Purpose of the Study
1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
2.1 K-W-L
2.1.1 Definitions of K-W-L Strategy
2.1.2 Procedures of K-W-L Strategy
2.1.3 Advantages of the K-W-L Strategy
2.2 Theoretical Basis for the K-W-L Strategy
2.2.1 Constructivism
2.2.2 Metacognition Theory
2.2.3 Schema Theory
2.3 Question-Answer Relationship （QAR） Strategy
2.3.1 Definition of Question-Answer Relationship （QAR） Strategy
2.3.2 Categories of Question-Answer Relationship （QAR） Strategy
2.3.3 Procedures of Question-Answer Relationship （QAR） Strategy
2.3.4 The Relationship Between QAR Strategy and Reading Stages
2.3.5 Advantages of QAR Strategy
2.4 Previous Studies of K-W-L Strategy in English Reading Teaching
2.4.1 Previous Studies Abroad
2.4.2 Previous Studies at Home
2.5 Previous Studies of QAR Strategy in English Reading Teaching
2.5.1 Previous Studies Abroad
2.5.2 Previous Studies at Home
Chapter 3 Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 Pre-test and Post-test
3.3.2 Questionaire
3.3.3 Interview
3.4 Teaching Procedures
3.4.1 Analysis of Teaching Material
3.4.2 Analysis of Teaching Objectives
3.4.3 Framework of General Teaching Procedures
3.4.4 Framework of Specific Teaching Procedures
3.4.5 General Teaching Procedures of the Sample Text
3.4.6 Specific Teaching Procedures of the Sample Text
3.5 Data Collection
3.6 Data Analysis
Chapter4 Results and Discussion
4.1 Results
4.1.1 Results of the Test
4.1.2 Results of Questionnaires
4.1.3 Results of Interview
4.2 Discussion
4.2.1 Discussion on the Effects of Students’Reading Proficiencies after the Application of K-W-L Strategy Combining with QAR Strategy
4.2.2 Discussion on the Changes of Students’Attitudes Towards English Reading After the Application of K-W-L Strategy Combining with QAR Strategy
Chapter5 Conclusion
5.1 Major Findings
5.1.1 General Merits of the Combination of Two Strategies
5.1.2 Specific Strengths the Combination of the Two Strategies
5.2 Pedagogical Implication
5.2.1 Theoretical Significances
5.2.1.1 Conjunction of K-W-L,QAR and NECS
5.2.1.2 Merits and Drawbacks of K-W-L and QAR Strategies Respectively
5.2.2 Practical Significances
5.2.2.1 Implication of Innovative Points
5.2.2.2 The Comparative Advantages
5.3 Limitations of the Study
5.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
本文编号：2913625
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