成分分析方法识别高中学生阅读理解困难来源

发布时间：2018-06-26 08:05

本文选题：能力架构 + 阅读理解困难　；参考：《天津师范大学》2017年硕士论文

【摘要】：阅读能力是学生的基本能力,提高英语阅读能力是高中英语教学的重要组成部分。阅读困难是学生的阅读水平没有达到本阶段能力要求,其根源是多方面的,如生理状况、心理状况、智力因素、认知水平和教学影响。对阅读有效的干预是防止阅读困难发生的有效途径。本文研究了中国高中学生阅读理解困难来源,研究对象是50名高中生,来自于一个完整的班级,该班级人数约占年级总人数的6.09%。其中的42名学生被筛选为有阅读理解方面的困难,班级里面阅读能力较高的学生和阅读能力最低的学生不在该研究的范围之内。研究目的揭示造成高中学生阅读理解困难的因素以及阅读困难者的能力结构,从而为更有针对性的阅读教学提供支持。首先运用了自我报告进行定性和定量的研究,学生的自我报告阅读理解困难来源,目的是初步了解学生的观点。从学生的反馈中总结出9个来源,分别是:推断能力、词汇知识、自我调控、抑制、错误识别、综合信息、工作记忆,并计算了每种来源的支持率,研究分析了每一种来源及其不同支持率的原因。根据来源的支持率,能够对阅读困难有初步的认识,更加了解学生的情况。本文还从词汇理解、阅读流畅性和准确性三个方面运用三种测试判断阅读困难者的5种有显著区别的能力架构,研究对分别属于这五种能力架构的学生能力特点进行了分析,并分析了该结果对教学的指导价值,从而对分组教学提供了支持。由于样本人数少,以上结果只为更大样本研究提供假设。
[Abstract]:Reading ability is the basic ability of students, and improving English reading ability is an important part of high school English teaching. Reading difficulty is that the students' reading ability is not up to the requirement of this stage, and its root is many aspects, such as physiological condition, psychological condition, intelligence factor, cognitive level and teaching effect. Effective intervention in reading is an effective way to prevent dyslexia. This paper studies the sources of reading comprehension difficulties of Chinese senior high school students. The subjects of this study are 50 senior high school students from a complete class, which accounts for 6.09% of the total number of grades. Forty-two of the students were selected as having difficulty in reading comprehension, and the students with higher reading ability and those with the lowest reading ability were excluded from the scope of the study. The purpose of this study is to reveal the factors that cause the reading difficulty of senior high school students and the ability structure of the students with reading difficulties, so as to provide support for more targeted reading teaching. In this paper, a qualitative and quantitative study is carried out by using self-report. The purpose of this study is to understand the students' viewpoint. Nine sources were summed up from the students' feedback, namely: inference ability, lexical knowledge, self-regulation, inhibition, error recognition, comprehensive information, working memory, and the approval ratings for each source were calculated. The study analyzed each source and the reasons for its different popularity. According to the support of the source, can have a preliminary understanding of reading difficulties, a better understanding of the situation of students. This paper also uses three kinds of tests to judge the five distinct ability structures of the dyslexic students from the three aspects of vocabulary understanding, reading fluency and accuracy, and analyzes the characteristics of students' abilities which belong to the five kinds of competence structures. The paper also analyzes the guiding value of the result to teaching, thus providing support for group teaching. Because of the small sample size, the above results only provide assumptions for larger sample studies.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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