高考改革背景下利用阅读策略训练提升高中生阅读能力的研究
发布时间：2019-03-08 11:55
【摘要】：阅读是外语综合能力的核心要素,一直占据中国学生外语学习中至关重要的地位。从教学内容看,阅读理解在高中英语教学内容中所占的比例非常大;而从测试权重看,阅读理解的分数占据各类英语试卷总分的将近三分之一。近年来的英语高考改革力求回归学科本位,进一步凸显了阅读在外语学习中的重要地位。各省的高考新题型都对阅读技能的要求有增无减。然而,在当前的高中英语阅读教学中,我们发现了许多亟待解决的问题。主要表现为1)运用阅读策略的意识淡薄。2)阅读策略使用效果差。因此,针对高中学生展开阅读策略的训练,真正提升其阅读能力,帮助学生更好地适应新高考转型,是非常有必要的。本研究试图解决两个研究问题。问题一:高一学生的总体阅读水平及阅读策略使用的现状如何?问题二:通过阅读策略的训练,学生的阅读水平是否得到了提升?本研究采用了综合研究方法。1)采用文献分析法探讨与本主题相关的关键词的内涵、分类以及国内外研究现状。2)围绕研究问题一,采用问卷调查法、访谈法和测试法,旨在描述高一学生阅读策略使用的总体状况。3)围绕研究问题二,针对学生阅读策略运用上的不足,实施相应的阅读策略训练,并在策略培训后采用问卷法和测试法来考察学生在阅读策略训练前后的阅读策略使用水平变化。4)本研究主要采用SPSS作为测试和问卷的数据分析工具。对于访谈数据,则采用类属分析,从而提炼出具有较高概括程度的观点和结论。本研究对阅读策略教学和阅读成绩之间的相关性进行了探索。通过研究数据的收集和分析,可以发现阅读策略培训对学生阅读水平的提高有积极作用。主要的研究发现有1)高一学生能意识到阅读的重要作用,也有较为端正的学习态度,但策略意识较弱,使用策略种类单一;2)开展阅读策略可以提高学生的阅读水平,能够帮助学生提升关键的认知策略的意识和频率,并能提高学生的元认知策略水平。因作者水平有限,且研究对象、研究条件有限,本研究尚存许多局限。希望该研究能作为高考改革背景下探索阅读教学改革的有益尝试,为当前高中阅读教学的理论与实践提供参考与借鉴。
[Abstract]:Reading is the core element of foreign language comprehensive competence, which has always occupied a crucial position in Chinese students' foreign language learning. In terms of teaching content, reading comprehension accounts for a very large proportion of English teaching content in senior high schools, while reading comprehension scores account for nearly 1/3 of the total scores of all kinds of English test papers in terms of test weight. The reform of English college entrance examination in recent years strives to return to subject-based, which further highlights the important position of reading in foreign language learning. All provinces of the college entrance examination new type of reading skills requirements unabated. However, in the current high school English reading teaching, we have found a lot of problems to be solved. The main performance is 1) the awareness of using reading strategies is weak. 2) the effect of reading strategies is poor. Therefore, it is very necessary to develop reading strategy training for senior high school students to really improve their reading ability and help students adapt to the transformation of the new college entrance examination. This study tries to solve two research problems. Question one: how about the overall reading level of senior one students and the current situation of using reading strategies? Question 2: have students' reading proficiency been improved through the training of reading strategies? This research adopts the comprehensive research method. 1) uses the literature analysis method to discuss the connotation, the classification and the domestic and foreign research present situation of the key words related to this subject. 2) around the research question one, adopts the questionnaire investigation method, the interview method and the test method, The purpose of this paper is to describe the general situation of the use of reading strategies in senior high school students. 3) focusing on the second question of research, the training of corresponding reading strategies is carried out in view of the deficiencies in the use of reading strategies of students. After strategy training, questionnaire method and test method were used to investigate the change of students' reading strategy usage level before and after reading strategy training. 4) SPSS was used as the data analysis tool of test and questionnaire in this study. For the interview data, the generic analysis is used to extract the views and conclusions which have a high degree of generalization. This study explores the correlation between reading strategy teaching and reading achievement. Through the collection and analysis of research data, we can find that reading strategy training has a positive effect on the improvement of students' reading level. The main findings are as follows: 1) Senior one students can be aware of the important role of reading and have a more positive attitude towards learning, but the sense of strategy is weak and the use of strategies is single; 2) developing reading strategies can improve students' reading level, help students to improve the awareness and frequency of key cognitive strategies, and improve the level of metacognitive strategies of students. Because the author's level is limited and the research object is limited, there are still many limitations in this study. It is hoped that this study can be used as a useful attempt to explore the reform of reading teaching under the background of the reform of college entrance examination, and provide reference and reference for the theory and practice of reading teaching in senior high school.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2436782
[Abstract]:Reading is the core element of foreign language comprehensive competence, which has always occupied a crucial position in Chinese students' foreign language learning. In terms of teaching content, reading comprehension accounts for a very large proportion of English teaching content in senior high schools, while reading comprehension scores account for nearly 1/3 of the total scores of all kinds of English test papers in terms of test weight. The reform of English college entrance examination in recent years strives to return to subject-based, which further highlights the important position of reading in foreign language learning. All provinces of the college entrance examination new type of reading skills requirements unabated. However, in the current high school English reading teaching, we have found a lot of problems to be solved. The main performance is 1) the awareness of using reading strategies is weak. 2) the effect of reading strategies is poor. Therefore, it is very necessary to develop reading strategy training for senior high school students to really improve their reading ability and help students adapt to the transformation of the new college entrance examination. This study tries to solve two research problems. Question one: how about the overall reading level of senior one students and the current situation of using reading strategies? Question 2: have students' reading proficiency been improved through the training of reading strategies? This research adopts the comprehensive research method. 1) uses the literature analysis method to discuss the connotation, the classification and the domestic and foreign research present situation of the key words related to this subject. 2) around the research question one, adopts the questionnaire investigation method, the interview method and the test method, The purpose of this paper is to describe the general situation of the use of reading strategies in senior high school students. 3) focusing on the second question of research, the training of corresponding reading strategies is carried out in view of the deficiencies in the use of reading strategies of students. After strategy training, questionnaire method and test method were used to investigate the change of students' reading strategy usage level before and after reading strategy training. 4) SPSS was used as the data analysis tool of test and questionnaire in this study. For the interview data, the generic analysis is used to extract the views and conclusions which have a high degree of generalization. This study explores the correlation between reading strategy teaching and reading achievement. Through the collection and analysis of research data, we can find that reading strategy training has a positive effect on the improvement of students' reading level. The main findings are as follows: 1) Senior one students can be aware of the important role of reading and have a more positive attitude towards learning, but the sense of strategy is weak and the use of strategies is single; 2) developing reading strategies can improve students' reading level, help students to improve the awareness and frequency of key cognitive strategies, and improve the level of metacognitive strategies of students. Because the author's level is limited and the research object is limited, there are still many limitations in this study. It is hoped that this study can be used as a useful attempt to explore the reform of reading teaching under the background of the reform of college entrance examination, and provide reference and reference for the theory and practice of reading teaching in senior high school.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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