图式理论在外国语学校初中英语阅读教学中的应用

发布时间：2018-02-27 13:36

本文关键词： 图式理论阅读教学初中英语　出处：《四川师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着社会的发展,英语在社会各个领域中都起了很大的作用,特别在国际交流和合作中,英语作为一门重要的国际性语言。人们也越来越重视英语的学习。“听、说、读、写”是学生在英语学习中所要具备的基本语言能力。在初中的英语教学中,教师的教学目标就是全面发展和提高学生的这四项基本能力。其中,阅读能力的提高是一项非常重要的教学目标,因为阅读是学生输入并积累信息的重要途径之一。学生阅读能力的提高需要通过改善英语阅读教学来实现,因此,教师对于阅读教学都给予了相当的重视。然而,受传统的英语阅读教学方式影响,教师往往更重视词汇、语法等语言知识的教授,对学生相关背景知识的运用和积累,对不同文化的对比却没有引起重视,忽视了加强阅读策略指导来提高学生阅读能力。为了改善英语阅读教学方法、创造高效英语课堂,优化教学模式,笔者尝试将图式理论应用到初中英语阅读教学中,并在成都市实验外国语学校初三年级选取两个相同层次的班级进行了为期四个月的对比实验研究。这两个班一个为实验班,另一个作为对比班。笔者在实验研究开始之前,通过问卷调查的方式了解这两个班学生的英语阅读现状,包括他们对阅读的兴趣,进行阅读的频率和阅读的方法技巧。在实验班采用以图式理论为指导的英语阅读教学方法,培养学生的阅读策略。在教学过程中注意以下几个方面:1.准备和激活图式,即在阅读前指导学生运用已有知识去获取信息。2.建立和丰富图式,即在阅读中指导学生通过活动提高阅读技能。3.积累和巩固图式,即在阅读后指导学生梳理已建立起来的图式,巩固已有图式。在控制班采用传统的英语阅读教学方法。实验研究结束之后,对两个班的学生进行了一次相同的测试,测试的结果被收集起来进行了数据分析和比较,发现实验班的学生与对比班的学生相比成绩有了很大的提高。同时,在实验结束之后,笔者又一次通过问卷调查的方式收集两个班学生的英语阅读现状,发现实验班的学生对英语阅读兴趣的明显提高以及在阅读中重视英语阅读策略的运用。本次实验研究得出结论:图式理论对初中英语阅读教学具有有效指导作用并且应该运用到初中英语阅读教学之中。
[Abstract]:With the development of society, English has played a great role in all fields of society. Especially in international communication and cooperation, English is an important international language. People also pay more and more attention to the study of English. "listening, speaking, reading, In junior middle school English teaching, the teacher's teaching goal is to develop and improve the four basic abilities of the students in an all-round way. The improvement of reading ability is a very important teaching goal, because reading is one of the important ways for students to input and accumulate information. Teachers attach great importance to the teaching of reading. However, under the influence of traditional English reading teaching methods, teachers tend to pay more attention to the teaching of vocabulary, grammar and other language knowledge, and to the application and accumulation of students' relevant background knowledge. In order to improve English reading teaching methods, to create efficient English classroom and to optimize the teaching mode, the contrast of different cultures has not been paid attention to, and the strengthening of reading strategy guidance has been neglected to improve students' reading ability. The author tries to apply schema theory to English reading teaching in junior high school, and chooses two classes of the same level in the third grade of Chengdu Experimental Foreign language School for a four-month comparative study. One of the two classes is the experimental class. Before the beginning of the experimental study, the author investigated the current situation of English reading in the two classes, including their interest in reading, by means of a questionnaire survey. The frequency of reading and reading methods and skills. In the experimental class, English reading teaching method guided by schema theory is adopted to cultivate students' reading strategies. In the teaching process, attention is paid to the following aspects: 1. Preparing and activating schemata, That is, instructing students to use their existing knowledge to obtain information before reading, establishing and enriching schemata, that is, instructing students to improve their reading skills by activities, and accumulating and consolidating schemas, that is, guiding students to sort out the established schemata after reading. After the experiment, the students of the two classes were given the same test. The results of the test were collected and analyzed and compared. At the same time, after the end of the experiment, the author collected the English reading status of the two classes by questionnaire. It is found that the students in the experimental class have increased their interest in English reading and attached great importance to the application of English reading strategies in reading. The conclusion of this experiment is that schema theory has an effective guiding role in junior high school English reading teaching. And should be applied to junior high school English reading teaching.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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