分级绘本在小学英语阅读课中的应用研究

发布时间：2021-05-23 03:52

　　《义务教育英语课程标准》中对小学中高段学生的阅读要求是学生能在图片的帮助下读懂简单的故事或小短文,能够养成按意群阅读的习惯。中国中小学英语分级阅读标准中提出:要根据小学生实际的认知水平、思维能力和水平、语言发展规律为小学生提供合适的阅读材料。但在传统的阅读教学中只注重语法词汇的输入,有些老师加入了绘本但是教师并没有真正根据学生现有水平进行绘本选择,长期以往学生的阅读能力、阅读兴趣、阅读水平和阅读习惯等其他方面都会受到影响。在此背景下进行小学生分级绘本阅读显得尤为重要。作者抽取了96位五年级的学生,根据实验需要分为实验班和控制班。实验班的学生采用分级绘本阅读教学模式,而控制班采用传统阅读教学方式。实验采用访谈,问卷调查和试卷的手段,对小学英语阅读教学课堂中采用分级绘本阅读教学进行了实证研究,主要研究两个问题:1.分级绘本能否提高小学生的阅读兴趣?2.分级绘本能否提高小学生的阅读理解能力?通过一学期的调查研究和实验并搜集了相关数据,使用SPSS软件对数据进行统计分析后得出以下结论:实验班的学生通过分级绘本阅读的学习,在阅读兴趣和阅读理解能力方面都优于控制班的学生。所以可以证实小学英语阅读课... 

【文章来源】：内蒙古师范大学内蒙古自治区

【文章页数】：81 页

【学位级别】：硕士

【文章目录】：
abstract
中文摘要
ChapterⅠ Introduction
    1.1 Background information of the study
    1.2 The significance of the study
        1.2.1 Theoretical significance
        1.2.2 Practical significance
    1.3 Purpose of the study
    1.4 Structure of the research
ChapterⅡ Literature Review
    2.1 Related concepts
        2.1.1 The concept of reading ability
        2.1.2 The concept of reading comprehension ability
        2.1.3 The evaluation of primary school students'reading ability
        2.1.4 Definition of graded picture books
        2.1.5 Characteristics of graded picture books
        2.1.6 Comparison of graded picture books and picture books
    2.2 Research on English graded picture books reading at home andabroad
        2.2.1 Research on English graded picture books reading at abroad
        2.2.2 Research on English graded picture books reading at home
    2.3 English grading picture books reading system and standards abroad.
        2.3.1 Accelerated Reader,AR
        2.3.2 Guided reading grading system
        2.3.3 Lexile grading system
    2.4 English grading picture book reading standards at home
    2.5 Related theories
        2.5.1 Input hypothesis
        2.5.2 Interaction hypothesis
        2.5.3 Schema theory
ChapterⅢ Research design
    3.1 Research questions
    3.2 Research object
    3.3 Research methods
        3.3.1 Individual interviews
        3.3.2 Questionnaires
        3.3.3 Test method
    3.4 Research process
        3.4.1 Selection of graded reading materials
        3.4.2 Reading evaluation method
ChapterⅣ Results and discussion
    4.1 Results analysis and discussion of the interviews
    4.2 Results analysis and discussion of the questionnaire
        4.2.1 Results analysis and discussion of the pre-questionnaire
        4.2.2 Results analysis and discussion of the post-questionnaire
    4.3 Results analysis and discussion of the test
        4.3.1 Results analysis and discussion of the pre-test
        4.3.2 Results analysis and discussion of the post test
ChapterⅤ Conclusions
    5.1 Major findings
    5.2 Limitations of the research
    5.3 Suggestions for further research
Bibliography
Appendix I Interview
AppendixⅡ Questionnaire
AppendixⅢ Pre test
AppendixⅣ Post test
AppendixⅤ EC of reading teaching design
AppendixⅥ CC of reading teaching design
Acknowledgement



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