社会文化理论视角下的高中英语阅读教学研究

发布时间：2018-05-06 01:17

本文选题：社会文化理论 + 高中阅读教学　；参考：《宁波大学》2017年硕士论文

【摘要】：英语阅读教学一直都是中学英语课堂上的一项重要任务,毫无疑问,对高中阶段学生阅读能力的培养至关重要。但是在现实的英语阅读教学课堂中,仍存在许多问题,如教学设计趋于程序化和模式化,忽略了学生的阅读体验过程;教师的问题设计缺乏科学性,阻碍了学生的阅读进程,使学生对阅读失去兴趣;机械的阅读过程无法使学生将文本语言进行内化和输出。这些都对英语阅读课堂的教学效果产生了严重的不良影响。本文以社会文化理论、合作学习理论、二语习得理论以及图式阅读理论为基础,分析了社会文化理论视域下高中英语阅读教学的内涵和特征,同时结合观察、访谈、问卷调查等方法对宁波市L中学A班进行了行动研究,试图探索出社会文化理论视角下高中英语阅读教学的有效途径。本论文可分成三大部分:第一部分是论文的前三章,是本研究的理论基础部分。第一章主要介绍本研究的背景、研究目的与意义、研究方法。第二章介绍国内外对高中英语阅读教学和社会文化理论的相关研究,包括阅读内涵、阅读教学模式、阅读策略,以及基于社会文化理论的外语教学研究。第三章是理论基础,本研究在社会文化理论、合作学习理论、二语习得理论、图式阅读理论的基础上为高中英语阅读教学研究寻找理论支持。第二部分是论文的第四、五、六章,是本研究的主要内容。第四章提出了社会文化理论视域下高中英语阅读教学的内涵:它是在教师指导下开展的以师生、生生对话为基础,逐步推进学生与文本之间的对话,最终与作者产生思想碰撞和精神交流的过程,并分析了社会文化理论视角下高中英语阅读教学的特征:情境性、合作性、批判反思性和生成性;第五章为行动研究的计划与实施,笔者通过课堂观察、访谈、问卷调查等方式收集资料,在宁波市L中学开展为期四个月的行动研究(共三轮),展现了英语课堂上阅读教学活动不断改进和完善的过程。第六章为研究建议,在前文的基础上,提出优化高中英语阅读教学的策略。第三部分是论文的第七章,为结语部分,主要是对本研究不足之处的反思与对未来的展望。本文希望通过对社会文化理论视角下高中英语阅读教学的研究,帮助更多的英语教育者了解社会文化理论,并在该理论的指导下开展高中英语阅读教学,优化课堂教学状况。
[Abstract]:English reading teaching has always been an important task in the middle school English classroom. Undoubtedly, it is very important for the high school students to develop their reading ability. However, there are still many problems in the classroom of English reading teaching, such as the teaching design tends to be programmed and stylized, the students' reading experience process is neglected, and the teachers' problem design is lack of scientific nature, which hinders the students' reading process. Make students lose interest in reading; mechanical reading process can not enable students to internalize and output text language. All of these have had a serious negative impact on the teaching effect of English reading class. Based on sociocultural theory, cooperative learning theory, second language acquisition theory and schema reading theory, this paper analyzes the connotation and characteristics of English reading teaching in senior high school from the perspective of sociocultural theory. In order to explore the effective ways of English reading teaching in senior high school from the perspective of sociocultural theory, this paper makes an action study on class A of L Middle School in Ningbo City by means of questionnaire investigation. This paper can be divided into three parts: the first part is the first three chapters, which is the theoretical basis of this study. The first chapter mainly introduces the background, research purpose and significance, research methods. The second chapter introduces the research on reading teaching and sociocultural theory in senior high school at home and abroad, including reading connotation, reading teaching mode, reading strategy and foreign language teaching research based on social culture theory. The third chapter is the theoretical basis. Based on the sociocultural theory, cooperative learning theory, second language acquisition theory and schema reading theory, this study seeks theoretical support for the study of English reading teaching in senior high schools. The second part is the fourth, fifth and sixth chapters of the thesis, which is the main content of this study. The fourth chapter puts forward the connotation of English reading teaching in senior high school from the perspective of sociocultural theory: it is based on teacher-student, student-student dialogue, and promotes the dialogue between students and texts step by step under the guidance of teachers. Finally, it analyses the characteristics of English reading teaching in senior high school from the perspective of sociocultural theory: situational, cooperative, critical, reflective and generative. The fifth chapter is the plan and implementation of action research. The author collects information through classroom observation, interview, questionnaire and so on. A four-month action study was conducted in Ningbo L Middle School (three rounds) to demonstrate the continuous improvement and improvement of reading teaching activities in the English classroom. The sixth chapter is the research recommendations, on the basis of the above, put forward the strategy of optimizing English reading teaching in senior high school. The third part is the seventh chapter of the thesis, which is the conclusion part, mainly reflects on the shortcomings of this study and prospects for the future. This paper hopes to help more English educators to understand the theory of social culture through the research of reading teaching in senior high school from the perspective of sociocultural theory, and to carry out the teaching of English reading in senior high school under the guidance of the theory, and to optimize the teaching situation in the classroom.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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