基于体裁分析教学法的高中英语阅读课课例研究

发布时间：2018-05-10 20:20

本文选题：体裁分析教学法 + 课例研究　；参考：《南京师范大学》2017年硕士论文

【摘要】：英语阅读能力是英语语言学习中重要的能力之一,在英语教学中一直备受重视。但是,英语教师受自身理论局限以及传统教学方法的影响,出现了如下问题:一、过分重视字词的形式和用法讲解,而忽视对其表意功能和交际目的的探究;二、忽视文本自身的特点,包括不同文本的体裁特点。极大束缚了学生英语阅读能力的发展,也与英语学科核心素养的要求背道而驰。体裁教学法为英语教学提供了新的视角和理论依据。体裁被认为是一种交际事件,即作者因交际目的和对象不同而采用特定的篇章结构和语言表达。基于体裁的英语阅读教学从这一点出发,目的在于唤起学习者对不同体载文章结构、修辞和语言特点的关注。英语教师在英语阅读课堂中重复这些特征,为高中英语阅读课的设计提供不同于传统教学架构的框架结构,从而帮助学生掌握不同语篇的体裁特征,能够让学生掌握不同体裁语篇的大意和写作特点,对学生提高阅读的质量和英语思维品质都有着积极意义。本研究为课例研究,因此其所采用的的结构与体例与一般的行动研究有所不同。本课例研究针对特定的英语阅读课,由笔者牵头组织、有专家指导、以合作方式进行基于体裁的高中英语阅读课教学设计。通过反复实践、观察评析、教师反思、学生反馈、多次打磨,以探究体裁教学法对高中英语阅读课和教师教学行为以及学生学习行为的影响。本课例研究研究始终关注以下问题:1.如何深入解读阅读文本的体裁特点,并据此设计阅读课的教学目标?2.如何依据体现体裁特点的教学目标设计阅读活动和选择教学策略?3.基于体裁的阅读课例研究,是否提高了学生对文本的意义理解和信息运用能力?本课例研究对象为江苏某四星级高中高一学生,课例研究团队为该中学5位英语教师。本论文中呈现了对记叙文和说明文两种体裁文章教学的两项课例研究过程实录。在记叙文体裁的课例研究中,我们以记叙文体裁的时间线索为切入点,引导学生关注文本“倒叙”的结构特点,并探讨关键字句选择与作者思想情感表达之间的关系。学生在这次课例研究后的模仿写作中,不仅注意时间了线索,而且能够注意措辞,显示了体裁教学的效果。在说明文体裁文章的课例研究中,我们重点关注作者如何通过合理的文章结构和字词选择来达到其交际目的,主要采用理解与评价层面的设问来引导学生理解说明文体裁文本的特点,培养学生的“读者意识”;此次体裁课例研究的成效在学生制作的旅行手册中得到了显示。通过两轮课例研究的实践,摸索出以体裁分析理论为基础的适合当前教学情况的高中英语阅读课教学方案。该方案引导学生从对文本的表层理解走向深层次的探究,提高了学生的理解和运用能力。对于更多体裁特点文章的教学设计与实践,还有待进一步探索。
[Abstract]:English reading ability is one of the most important abilities in English language learning, which has been attached great importance to in English teaching. However, under the influence of their own theoretical limitations and traditional teaching methods, English teachers have the following problems: first, paying too much attention to the explanation of the form and usage of words, while neglecting the exploration of their ideographic functions and communicative purposes; Ignore the characteristics of the text itself, including the genres of different texts. It greatly restrains the development of students' English reading ability and runs counter to the requirements of English core literacy. Genre approach provides a new perspective and theoretical basis for English teaching. Genre is considered to be a communicative event, in which the author adopts specific textual structure and language expression for different communicative purposes and objects. From this point of view, genre-based English reading teaching aims at arousing learners' attention to the structure, rhetoric and language characteristics of different types of text. English teachers repeat these features in the English reading class, which provides a framework structure different from the traditional teaching framework for the design of English reading classes in senior high schools, thus helping students grasp the genre characteristics of different texts. It can help students master the general idea and writing characteristics of different genres, and it has positive significance for students to improve their reading quality and English thinking quality. This study is a case study, so its structure and style are different from general action research. This case study aims at a specific English reading class, organized by the author and directed by an expert, to design a genre-based English reading course for senior high school students in a cooperative manner. Through repeated practice, observation and analysis, teacher reflection, student feedback, and repeated grinding, this paper explores the influence of genre approach on English reading class, teachers' teaching behavior and students' learning behavior in senior high school. This case study has always focused on the following question: 1. How to deeply interpret the genre characteristics of reading text and design the teaching goal of reading course. 2. How to design reading activities and choose teaching strategies according to the teaching objectives that embody the characteristics of genre. Does the genre-based reading case study improve students' understanding of the meaning of the text and their ability to use information? The subjects of this study are four-star senior high school students in Jiangsu province. The case study team is 5 English teachers in this middle school. In this paper, there are two course cases in the teaching of narrative text and narrative text. In the case study of narrative genre, we take the time clues of narrative genre as the starting point to guide students to pay attention to the structural characteristics of the text "flashback", and to explore the relationship between the choice of key words and sentences and the expression of the author's thoughts and feelings. In this case study, students pay attention not only to time clues, but also to wording, which shows the effect of genre teaching. In the case study of narrative genre, we focus on how the author can achieve his communicative purpose through reasonable text structure and word selection. This paper mainly uses the level of understanding and evaluation to guide students to understand the characteristics of the genre text, and to cultivate the students'"reader consciousness". The effectiveness of the case study is shown in the travel handbook made by the students. Through the practice of two rounds of case study, this paper tries to find out the teaching scheme of English reading course in senior high school based on the theory of genre analysis, which is suitable for the current teaching situation. The program guides students from understanding the text to a deeper level and improves students' ability to understand and use it. The teaching design and practice of more genre characteristic articles need to be further explored.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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