初中英语课外阅读现状调查研究

发布时间：2018-06-12 01:51

本文选题：初中生 + 英语课外阅读　；参考：《牡丹江师范学院》2017年硕士论文

【摘要】：英语阅读在初中英语学习中起了至关重要的作用,其中英语课外阅读是对课内阅读的有益补充,对初中生的英语学习起了积极的作用。本文以克拉申的输入理论及元认知理论为基础,随机选取河北省石家庄市ZZ中学200名初二学生,10名英语老师及10名学生家长为研究对象,通过调查问卷以及访谈的研究方法对初中生英语课外阅读的现状、不同分数段学生在英语课外阅读中的差异、教师和家长在英语课外阅读中的态度及参与度进行了调查研究,并得出以下结论:首先,初中生英语课外阅读现状不容乐观。主要表现在学生的阅读时间及阅读量较少。阅读兴趣不浓。阅读材料多来自书店、同学,而且图书馆利用率较低。众多阅读题材中学生偏爱幽默、笑话,但通常更多读的是习题集。学生的预测、评价、记笔记的阅读策略运用不到位,词汇贫乏和语法问题成为学生阅读中最大障碍。其次,不同分数段初中生在英语课外阅读中存在差异。集中表现如下:中学生英语成绩和其阅读水平、阅读兴趣、阅读时间、阅读量等数据基本呈正相关。低、高分档学生在选取阅读材料时,偏爱新闻资讯及流行信息。中、低分档学生对于阅读中降低对网络的依赖度有较强的愿望。低、中、高分档学生在课外阅读中面临的困难各不相同。最后,教师及家长均支持中学生进行英语课外阅读并有所参与,但分别受限于自身的能力和客观的教学环境,二者的参与度并不高。本研究为教师全面认识初中生英语课外阅读的现状提供了参考,从而使教学工作者能够在实际工作中根据不同分数段学生的特点,因材施教,真正改善初中生英语课外阅读的状况。
[Abstract]:English reading plays an important role in junior middle school English learning. English reading outside class is a useful supplement to reading in class and plays an active role in junior high school students' English learning. Based on Krashen's input theory and metacognitive theory, 200 junior middle school students of ZZ Middle School in Shijiazhuang City, Hebei Province, were randomly selected as the subjects of the study, including 10 English teachers and 10 parents. The present situation of English extracurricular reading in junior high school students, the differences of students with different scores in reading out of class, the attitude and participation of teachers and parents in reading out of class are investigated by questionnaire and interview. And draw the following conclusions: first, junior high school students reading after-class reading situation is not optimistic. The main performance is that the students' reading time and reading amount are less. There is not much interest in reading. Reading materials are mostly from bookstores, classmates, and the library utilization rate is low. Many students prefer humor and jokes, but they usually read more problem sets. The poor use of reading strategies, vocabulary deficiency and grammatical problems are the biggest obstacles to students' reading. Secondly, there are differences in English reading between junior middle school students with different scores. The main results are as follows: there is a positive correlation between students' English scores and their reading level, reading interest, reading time, reading quantity and so on. Low-and high-profile students prefer news and popular information when selecting reading materials. Middle-and low-grade students have a strong desire to reduce their dependence on the Internet in reading. Students in low, middle and high grades face different difficulties in reading after class. Finally, both teachers and parents support middle school students to read English out of class and take part in it, but they are limited by their own ability and objective teaching environment, and their participation is not high. This study provides a reference for teachers to fully understand the present situation of English reading in junior high school students, so that teachers can teach students with different grades according to their characteristics in practice. Improve the situation of English reading in junior middle school students.
【学位授予单位】：牡丹江师范学院
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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