思维导图视野下的高中英语阅读教学的有效性研究
发布时间：2018-08-13 18:09
【摘要】：英语阅读,作为一种重要的输入,不仅是高中英语课堂教学的重要组成部分,而且在高考中也占据了相当重要的地位。2016年颁布的《普通高中英语课程标准(征求意见稿)》围绕“学科核心素养”这一概念提出了英语学科四大素养---语言能力、文化品格、思维品质和学习能力,而学好英语阅读对高中生英语学科核心素养的培养将起到至关重要的作用,然而目前高中英语阅读教学现状并不是那么令人满意。实际的英语阅读教学中,往往缺少阅读技巧和阅读策略的引导,学生自主阅读能力得不到充分培养,学生的阅读兴趣得不到激发。故在阅读教学中,教师需要使用有效的教学方法和策略,在帮助学生积累更多的语言知识的同时,培养学生使用恰当且有效的阅读策略,最终促进发展学生的核心素养。思维导图则是其中一种行之有效的教学方法和技巧,自其于20世纪70年代被托尼博赞提出后,便逐渐被运用到社会各个领域,包括教育行业。将思维导图运用于英语阅读教学中也取得了相应的成效。为保证该研究的可行性,笔者在实验初期随机向来自四川省7个地市州的30所普通高中学校的177名高中英语教师发放了“思维导图在高中英语教学中的应用情况调查问卷”。根据问卷结果显示,43%的老师不怎么了解甚至完全不了解思维导图;33%的老师从未在英语课堂上使用过思维导图,但98.8%的老师希望得到如何在英语教学中使用思维导图方面的指导;36.6%的老师将思维导图运用到英语阅读教学中,但只有26.8%的老师觉得效果非常好。先前各专家学者的研究结果表明思维导图能够很好地提升学生的英语阅读效率,然而此次问卷结果却与之相差甚远。因此为了证明思维导图确实对学生的阅读效率和阅读能力有所帮助,本文以来自成都棠湖外语实验学校高二年级两个平行班的102名学生为研究对象,教师把思维导图运用到英语阅读教学中以帮助学生更好地理解文章结构,指导学生使用阅读策略;同时,学生通过在阅读课上完成思维导图,提高自身阅读效率。本研究通过师生问卷、师生半结构化采访及课堂观察验证了思维导图在高中英语阅读教学中是可行且有效的。最终也验证了思维导图的确能激发学生进行英语阅读的兴趣和动机,训练学生使用阅读策略,从而提高阅读效率、培养学生的阅读能力。此外,笔者还发现思维导图对学生阅读效率的提高通常针对中等及优秀学生,其效果对后进生并不明显。最后,笔者对在高中英语阅读教学中使用思维导图所遇到的问题提出一些建议。
[Abstract]:English reading, as an important input, is not only an important part of English teaching in senior high school. And it also occupies a very important position in the college entrance examination. The English Curriculum Standard of General Senior High School (draft for comments) issued in 2016 puts forward four major qualities of English language ability and cultural character around the concept of "subject core accomplishment". The quality of thinking and learning ability, and learning English reading well will play an important role in the cultivation of high school students' English core literacy. However, the present situation of English reading teaching in senior high school is not so satisfactory. In practical English reading teaching, the guidance of reading skills and reading strategies is often lacking, students' autonomous reading ability is not fully cultivated, and students' interest in reading is not stimulated. Therefore, in reading teaching, teachers need to use effective teaching methods and strategies to help students accumulate more language knowledge, at the same time, to train students to use appropriate and effective reading strategies, and ultimately promote the development of students' core literacy. Mind guide plan is one of the effective teaching methods and techniques. Since it was put forward by Donibozan in the 1970s, it has been gradually applied to all fields of society, including education. The application of thinking map in English reading teaching has also achieved corresponding results. In order to ensure the feasibility of the study, 177 English teachers from 30 ordinary high schools in seven prefectures of Sichuan province were randomly assigned the "questionnaire on the Application of thinking Map in Senior English Teaching" at the beginning of the experiment. According to the results of the questionnaire, 43% of the teachers do not know much or do not know the mind map at all. 33% of the teachers have never used a mind map in English class. But 98.8% of teachers hope to get guidance on how to use thinking map in English teaching. 36.6% of teachers apply thinking map to English reading teaching, but only 26.8% of teachers think that the effect is very good. Previous studies by various experts and scholars have shown that thinking mapping can improve students' English reading efficiency, but the results of this questionnaire are far from that. Therefore, in order to prove that the thinking map is really helpful to the students' reading efficiency and reading ability, this paper takes 102 students from the two parallel classes in the second year of Senior two of Chengdu Tanghu Foreign language Experimental School as the research objects. In order to help students better understand the structure of the article and guide students to use reading strategies, teachers apply the thinking map to English reading teaching. At the same time, students can improve their reading efficiency by completing the thinking map in reading class. Based on the questionnaire, semi-structured interviews and classroom observations, the present study verifies the feasibility and effectiveness of thinking map in English reading teaching in senior high school. Finally, it is proved that thinking map can stimulate students' interest and motivation in English reading, train students to use reading strategies, improve reading efficiency and develop students' reading ability. In addition, the author also found that the improvement of students' reading efficiency by thinking map is usually aimed at middle and excellent students, and the effect is not obvious to the underachievers. Finally, the author puts forward some suggestions on how to use thinking map in 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
本文编号：2181779
[Abstract]:English reading, as an important input, is not only an important part of English teaching in senior high school. And it also occupies a very important position in the college entrance examination. The English Curriculum Standard of General Senior High School (draft for comments) issued in 2016 puts forward four major qualities of English language ability and cultural character around the concept of "subject core accomplishment". The quality of thinking and learning ability, and learning English reading well will play an important role in the cultivation of high school students' English core literacy. However, the present situation of English reading teaching in senior high school is not so satisfactory. In practical English reading teaching, the guidance of reading skills and reading strategies is often lacking, students' autonomous reading ability is not fully cultivated, and students' interest in reading is not stimulated. Therefore, in reading teaching, teachers need to use effective teaching methods and strategies to help students accumulate more language knowledge, at the same time, to train students to use appropriate and effective reading strategies, and ultimately promote the development of students' core literacy. Mind guide plan is one of the effective teaching methods and techniques. Since it was put forward by Donibozan in the 1970s, it has been gradually applied to all fields of society, including education. The application of thinking map in English reading teaching has also achieved corresponding results. In order to ensure the feasibility of the study, 177 English teachers from 30 ordinary high schools in seven prefectures of Sichuan province were randomly assigned the "questionnaire on the Application of thinking Map in Senior English Teaching" at the beginning of the experiment. According to the results of the questionnaire, 43% of the teachers do not know much or do not know the mind map at all. 33% of the teachers have never used a mind map in English class. But 98.8% of teachers hope to get guidance on how to use thinking map in English teaching. 36.6% of teachers apply thinking map to English reading teaching, but only 26.8% of teachers think that the effect is very good. Previous studies by various experts and scholars have shown that thinking mapping can improve students' English reading efficiency, but the results of this questionnaire are far from that. Therefore, in order to prove that the thinking map is really helpful to the students' reading efficiency and reading ability, this paper takes 102 students from the two parallel classes in the second year of Senior two of Chengdu Tanghu Foreign language Experimental School as the research objects. In order to help students better understand the structure of the article and guide students to use reading strategies, teachers apply the thinking map to English reading teaching. At the same time, students can improve their reading efficiency by completing the thinking map in reading class. Based on the questionnaire, semi-structured interviews and classroom observations, the present study verifies the feasibility and effectiveness of thinking map in English reading teaching in senior high school. Finally, it is proved that thinking map can stimulate students' interest and motivation in English reading, train students to use reading strategies, improve reading efficiency and develop students' reading ability. In addition, the author also found that the improvement of students' reading efficiency by thinking map is usually aimed at middle and excellent students, and the effect is not obvious to the underachievers. Finally, the author puts forward some suggestions on how to use thinking map in 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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