基于思维导图的初中英语阅读教学实效性研究
发布时间：2019-01-06 13:03
【摘要】：英语阅读教学在我国的初中英语课堂中占据十分重要的位置。中学教师们重视阅读教学,但更多的是从语言知识的学习层面出发,而不重视学生阅读水平的提高和阅读参与度的调控,从而导致实际阅读教学效果较差,学生的阅读积极性不高。同时,由于初中生的思维发展正处在特殊的过渡阶段,对语言信息的处理还不能完全依靠抽象逻辑加工,需要形象符号的辅助。而思维导图作为一种可视化工具,具有结构清晰、线条鲜艳、图片易于理解等优势,不仅可以直观展现阅读材料的内容,帮助学习者有条理地加工、理解阅读材料,而且还可以外化阅读者的思维过程,帮助教师发现学生的阅读薄弱之处。鉴于此,本研究基于思维导图,聚焦初中英语阅读课堂教学开展实验研究。笔者在前人的研究基础上,以双重编码理论、图式理论和建构主义学习理论为基础,结合当前初中英语阅读教学实况,构建了一个基于思维导图的新的阅读教学模式。首先,笔者设计了问卷和访谈提纲,制定了复述评价表;其次,根据前测分析,对选取的实验班53人和控制班54人进行问卷调查与访谈,并对实验班学生开展关于思维导图绘制原则、方法的培训。接着,以仁爱版九年级教材(上册)中不同题材和体裁的阅读文段为载体,在实验班开展了基于思维导图的阅读教学实践,详细介绍了利用思维导图组织、开展阅读教学活动的各个环节;最后,对实验班和控制班班的学生再次进行问卷调查以及访谈。实验结束后,把实验过程中收集到的相关数据进行汇总、对比、分析,从而得出实验结论。研究发现,笔者构建的基于思维导图的阅读教学模式,有助于师生在阅读课堂上搭建良好的教与学桥梁。它可以促进学习者掌握阅读策略,深化对阅读文段的理解并提高复述能力。还可以提升学习者的阅读参与度,扭转被动阅读的局面。对于教师而言,可以转变其阅读教学的方式,为改进初中英语阅读教学方法提供新的尝试方向。
[Abstract]:English reading teaching plays an important role in junior middle school English classroom. Middle school teachers attach importance to the teaching of reading, but they pay more attention to the learning of language knowledge than to the improvement of students' reading level and the regulation of reading participation, which leads to the poor effect of actual reading teaching. The students' enthusiasm for reading is not high. At the same time, the development of junior high school students' thinking is in a special transition stage, the processing of language information can not rely entirely on abstract logic processing, which needs the help of image symbols. As a visual tool, mind map has the advantages of clear structure, bright lines and easy to understand pictures. It can not only show the content of reading materials intuitively, but also help learners to process and understand reading materials in a coherent way. Moreover, it can externalize the reader's thinking process and help teachers to find out the weakness of students' reading. In view of this, the present study focuses on junior high school English reading classroom teaching based on thinking map. On the basis of previous studies, based on double coding theory, schema theory and constructivism learning theory, combined with the current situation of English reading teaching in junior high school, the author constructs a new reading teaching model based on thinking map. First of all, the author designs the questionnaire and interview outline, and formulates the restatement evaluation form. Secondly, according to the pre-test analysis, 53 students in the experimental class and 54 students in the control class were investigated and interviewed, and the students in the experimental class were trained on the principles and methods of mapping thinking map. Then, with the reading paragraphs of different subjects and genres in the ninth grade textbook of benevolence edition (first volume) as the carrier, the reading teaching practice based on the thinking map is carried out in the experimental class, and the organization of using the thinking map is introduced in detail. Carrying out each link of reading teaching activity; Finally, the students in the experimental class and the control class were surveyed and interviewed again. At the end of the experiment, the relevant data collected during the experiment are summarized, compared and analyzed, and the experimental conclusions are obtained. It is found that the model of reading teaching based on thinking map is helpful for teachers and students to build a good teaching and learning bridge in reading class. It can promote learners to master reading strategies, deepen their understanding of reading paragraphs and improve their retelling ability. It can also enhance learners' participation in reading and reverse the situation of passive reading. Teachers can change their reading teaching methods and provide a new direction for improving English reading teaching methods in junior high schools.
【学位授予单位】：海南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
[Abstract]:English reading teaching plays an important role in junior middle school English classroom. Middle school teachers attach importance to the teaching of reading, but they pay more attention to the learning of language knowledge than to the improvement of students' reading level and the regulation of reading participation, which leads to the poor effect of actual reading teaching. The students' enthusiasm for reading is not high. At the same time, the development of junior high school students' thinking is in a special transition stage, the processing of language information can not rely entirely on abstract logic processing, which needs the help of image symbols. As a visual tool, mind map has the advantages of clear structure, bright lines and easy to understand pictures. It can not only show the content of reading materials intuitively, but also help learners to process and understand reading materials in a coherent way. Moreover, it can externalize the reader's thinking process and help teachers to find out the weakness of students' reading. In view of this, the present study focuses on junior high school English reading classroom teaching based on thinking map. On the basis of previous studies, based on double coding theory, schema theory and constructivism learning theory, combined with the current situation of English reading teaching in junior high school, the author constructs a new reading teaching model based on thinking map. First of all, the author designs the questionnaire and interview outline, and formulates the restatement evaluation form. Secondly, according to the pre-test analysis, 53 students in the experimental class and 54 students in the control class were investigated and interviewed, and the students in the experimental class were trained on the principles and methods of mapping thinking map. Then, with the reading paragraphs of different subjects and genres in the ninth grade textbook of benevolence edition (first volume) as the carrier, the reading teaching practice based on the thinking map is carried out in the experimental class, and the organization of using the thinking map is introduced in detail. Carrying out each link of reading teaching activity; Finally, the students in the experimental class and the control class were surveyed and interviewed again. At the end of the experiment, the relevant data collected during the experiment are summarized, compared and analyzed, and the experimental conclusions are obtained. It is found that the model of reading teaching based on thinking map is helpful for teachers and students to build a good teaching and learning bridge in reading class. It can promote learners to master reading strategies, deepen their understanding of reading paragraphs and improve their retelling ability. It can also enhance learners' participation in reading and reverse the situation of passive reading. Teachers can change their reading teaching methods and provide a new direction for improving English reading teaching methods in junior high schools.
【学位授予单位】：海南师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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