思维导图在提高高中生英语阅读元认知策略中的实验研究
发布时间：2021-03-30 09:09
在英语教学中,阅读作为输入的主要方式是学习者获取知识和信息的主要途径,并且在考试中阅读所占一定比例。然而,当前的高中英语阅读教学现状却不令人满意。调查发现,阅读通常被认为是最有难度的部分,大部分学生表示很难很好地掌握整篇文章的脉络,部分同学也表示很难控制阅读速度,因时间分配不均匀从而会影响分数。因此有必要在英语阅读教学课堂中采用既可以激发学生学习兴趣,又可以提高学生阅读元认知策略的教学手法。思维导图是20世纪60年代由英国著名教育家托尼·巴赞提出的,它是利用图形,分支,符号和文字有效结合来表达发散性思维,并将知识可视化的思维工具和学习方法。本文将探究如下问题:1.思维导图能否提高高中生英语阅读元认知计划策略水平?2.思维导图能否提高高中生英语阅读元认知选择性注意策略水平?3.思维导图能否提高高中生英语阅读元认知监控策略水平?4.思维导图能否提高高中生英语阅读元认知评估策略水平?本实验是在石家庄润德二中高二的两个平行班进行。一个为控制班共有44人,另一个班为实验班共有45人。在控制班采用传统的三阶段教学法,实验班则采用思维导图教学法。本实验将在九月份开始,十二月份结束。实验工具有问卷,测...
【文章来源】：河北师范大学河北省
【文章页数】：96 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter1 Introduction
1.1 Research Background
1.2 The Purpose and Significance of the Research
1.3 Overall Structure of this Thesis
Chapter2 Literature Review
2.1 Studies on Mind-Mapping
2.1.1 The Definition of the Mind-Mapping
2.1.2 Studies on Mind-Mapping Abroad
2.1.3 Studies on Mind-Mapping at Home
2.2 Studies on Meta-Cognitive Strategy
2.2.1 The Definition of the Meta-Cognitive Strategy
2.2.2.Studies on Meta-Cognitive Strategy Abroad
2.2.3.Studies on Meta-Cognitive Strategy at Home
2.3 Theoretical Foundations
2.3.1 Constructive Thinking
2.3.2 Theory of Knowledge Visualization
2.3.3 Schema Theory
Chapter3 Research Design
3.1 Research Questions
3.2 Participants
3.3 Instruments
3.3.1 Questionnaire
3.3.2 Texts
3.3.3 Interview
3.4 Research Procedure
3.4.1 Pre-Implementation Stage
3.4.2 Implementation Stage
3.4.3 Post-Implementation Stage
3.5 Teaching Procedure
3.5.1 Teaching Procedure in EC
3.5.2 Teaching Procedure in CC
3.6 Data Collection
Chapter4 Result and Discussion
4.1 Reading Meta-Cognitive Planning Strategies of Senior High School StudentsImproved by Mind-Mapping
4.1.1 Analysis of the Pre-Questionnaire of CC and EC
4.1.2 Analysis of the Post-Questionnaire of CC and EC
4.1.3 The Comparison of the Planning Strategies in EC and CC Before andAfter Experiment
4.2 Reading Meta-Cognitive Selective Attention Strategies of Senior High SchoolStudents Improved by Mind-Mapping
4.2.1 Analysis of the Pre-Questionnaire of CC and EC
4.2.2 Analysis of the Post-Questionnaire of CC and EC
4.2.3 The Comparison of the Selective Attention Strategies in EC and CCBefore and After Experiment
4.3 Reading Meta-Cognitive Monitoring Strategies of Senior High School StudentsImproved by Mind-Mapping
4.3.1 Analysis of the Pre-Questionnaire of CC and EC
4.3.2 Analysis of the Post-Questionnaire of CC and EC
4.3.3 The Comparison of the Monitoring Strategies in EC and CC Beforeand After Experiment
4.4 Reading Meta-Cognitive Evaluation Strategies of Senior High School StudentsImproved by Mind-Mapping
4.4.1 Analysis of the Pre-Questionnaire of CC and EC
4.4.2 Analysis of the Post-Questionnaire of CC and EC
4.4.3 The Comparison of the Evaluation Strategies in EC and CC Beforeand After Experiment
4.5 Senior High School Students’Reading Meta-Cognitive Strategies Improved byMind-Mapping
4.5.1 Data Analysis of the Pre-Test
4.5.2 Data Analysis of the Post-Test
4.5.3 Data Analysis of the Paired-Samples Statistics of Pre-Test and Post-Testin EC
4.5.4 Data Analysis of the Interview
Chapter5 Conclusion
5.1 Major Findings
5.2 Implications for Reading Teaching
5.3 Limitations of the Research
5.4 Suggestions for Futher Study
Bibliography
Appendix1 Meta-Cognitive Strategies Questionnaire
Appendix2 高中生运用思维导图改进阅读元认知策略的访谈问题
Appendix3 Papers for Pre-test
Appendix4 Papers for Post-test
Acknowledgements
【参考文献】：
期刊论文
[1]思维导图融入英语学习策略培养的实验研究[J]. 黄雪英,胡竹菊. 外语电化教学. 2009(03)
[2]运用思维导图进行英语单词记忆的实验研究[J]. 刘智斌,覃学健,刘玉梅,雷广荣. 软件导刊(教育技术). 2009(01)
[3]谈思维导图在词汇教学中的应用[J]. 毛海燕,单宏磊. 教育探索. 2008(11)
[4]“思维导图”在艺术类高职英语课堂中的应用[J]. 白玥容. 四川教育学院学报. 2008(04)
[5]思维导图与英语学习者元认知能力的培养[J]. 魏利霞,郭鸿雁. 四川教育学院学报. 2007(11)
[6]思维导图在高中英语教学中的运用[J]. 李军华. 山东师范大学外国语学院学报(基础英语教育). 2007(04)
[7]元认知策略在二语课堂阅读中的可教性实验研究[J]. 潘黎萍. 外语教学. 2006(01)
[8]思维导图及其在英语教学中的应用[J]. 陈敏. 外语电化教学. 2005(01)
[9]元认知策略与英语阅读的关系[J]. 刘慧君. 外语与外语教学. 2004(12)
[10]中国英语学习者的阅读策略研究[J]. 刘丹丹. 外语界. 2002(06)
硕士论文
[1]思维导图在高中英语单词教学中的应用研究[D]. 张玲.上海师范大学 2013
[2]思维导图在大学英语阅读课程教学中的应用研究[D]. 岑艳琳.华中师范大学 2011
[3]思维导图及可视化字典辅助大学英语词汇教学研究[D]. 郭良英.西南大学 2008
本文编号：3109266
【文章来源】：河北师范大学河北省
【文章页数】：96 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter1 Introduction
1.1 Research Background
1.2 The Purpose and Significance of the Research
1.3 Overall Structure of this Thesis
Chapter2 Literature Review
2.1 Studies on Mind-Mapping
2.1.1 The Definition of the Mind-Mapping
2.1.2 Studies on Mind-Mapping Abroad
2.1.3 Studies on Mind-Mapping at Home
2.2 Studies on Meta-Cognitive Strategy
2.2.1 The Definition of the Meta-Cognitive Strategy
2.2.2.Studies on Meta-Cognitive Strategy Abroad
2.2.3.Studies on Meta-Cognitive Strategy at Home
2.3 Theoretical Foundations
2.3.1 Constructive Thinking
2.3.2 Theory of Knowledge Visualization
2.3.3 Schema Theory
Chapter3 Research Design
3.1 Research Questions
3.2 Participants
3.3 Instruments
3.3.1 Questionnaire
3.3.2 Texts
3.3.3 Interview
3.4 Research Procedure
3.4.1 Pre-Implementation Stage
3.4.2 Implementation Stage
3.4.3 Post-Implementation Stage
3.5 Teaching Procedure
3.5.1 Teaching Procedure in EC
3.5.2 Teaching Procedure in CC
3.6 Data Collection
Chapter4 Result and Discussion
4.1 Reading Meta-Cognitive Planning Strategies of Senior High School StudentsImproved by Mind-Mapping
4.1.1 Analysis of the Pre-Questionnaire of CC and EC
4.1.2 Analysis of the Post-Questionnaire of CC and EC
4.1.3 The Comparison of the Planning Strategies in EC and CC Before andAfter Experiment
4.2 Reading Meta-Cognitive Selective Attention Strategies of Senior High SchoolStudents Improved by Mind-Mapping
4.2.1 Analysis of the Pre-Questionnaire of CC and EC
4.2.2 Analysis of the Post-Questionnaire of CC and EC
4.2.3 The Comparison of the Selective Attention Strategies in EC and CCBefore and After Experiment
4.3 Reading Meta-Cognitive Monitoring Strategies of Senior High School StudentsImproved by Mind-Mapping
4.3.1 Analysis of the Pre-Questionnaire of CC and EC
4.3.2 Analysis of the Post-Questionnaire of CC and EC
4.3.3 The Comparison of the Monitoring Strategies in EC and CC Beforeand After Experiment
4.4 Reading Meta-Cognitive Evaluation Strategies of Senior High School StudentsImproved by Mind-Mapping
4.4.1 Analysis of the Pre-Questionnaire of CC and EC
4.4.2 Analysis of the Post-Questionnaire of CC and EC
4.4.3 The Comparison of the Evaluation Strategies in EC and CC Beforeand After Experiment
4.5 Senior High School Students’Reading Meta-Cognitive Strategies Improved byMind-Mapping
4.5.1 Data Analysis of the Pre-Test
4.5.2 Data Analysis of the Post-Test
4.5.3 Data Analysis of the Paired-Samples Statistics of Pre-Test and Post-Testin EC
4.5.4 Data Analysis of the Interview
Chapter5 Conclusion
5.1 Major Findings
5.2 Implications for Reading Teaching
5.3 Limitations of the Research
5.4 Suggestions for Futher Study
Bibliography
Appendix1 Meta-Cognitive Strategies Questionnaire
Appendix2 高中生运用思维导图改进阅读元认知策略的访谈问题
Appendix3 Papers for Pre-test
Appendix4 Papers for Post-test
Acknowledgements
【参考文献】：
期刊论文
[1]思维导图融入英语学习策略培养的实验研究[J]. 黄雪英,胡竹菊. 外语电化教学. 2009(03)
[2]运用思维导图进行英语单词记忆的实验研究[J]. 刘智斌,覃学健,刘玉梅,雷广荣. 软件导刊(教育技术). 2009(01)
[3]谈思维导图在词汇教学中的应用[J]. 毛海燕,单宏磊. 教育探索. 2008(11)
[4]“思维导图”在艺术类高职英语课堂中的应用[J]. 白玥容. 四川教育学院学报. 2008(04)
[5]思维导图与英语学习者元认知能力的培养[J]. 魏利霞,郭鸿雁. 四川教育学院学报. 2007(11)
[6]思维导图在高中英语教学中的运用[J]. 李军华. 山东师范大学外国语学院学报(基础英语教育). 2007(04)
[7]元认知策略在二语课堂阅读中的可教性实验研究[J]. 潘黎萍. 外语教学. 2006(01)
[8]思维导图及其在英语教学中的应用[J]. 陈敏. 外语电化教学. 2005(01)
[9]元认知策略与英语阅读的关系[J]. 刘慧君. 外语与外语教学. 2004(12)
[10]中国英语学习者的阅读策略研究[J]. 刘丹丹. 外语界. 2002(06)
硕士论文
[1]思维导图在高中英语单词教学中的应用研究[D]. 张玲.上海师范大学 2013
[2]思维导图在大学英语阅读课程教学中的应用研究[D]. 岑艳琳.华中师范大学 2011
[3]思维导图及可视化字典辅助大学英语词汇教学研究[D]. 郭良英.西南大学 2008
本文编号：3109266
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