基于思维品质培养导向的高中英语教师阅读文本解读研究

发布时间：2021-06-23 06:16

　　阅读教学历来是高中英语教学中的重点以及难点,也是高中英语教师关注与探讨的主要话题。有效的阅读教学与教师所设定的教学目标息息相关,而教学目标的设定则是基于教师对于教学文本的解读。同时,我国教育部颁布的《普通高中英语课程标准》明确提出教师应从多个维度对文本进行深度挖掘与研读。为了进一步了解高中英语教师对文本解读的认知态度及实施现状,本研究主要围绕以下三个问题进行:第一,高中英语教师对于以思维品质培养为导向的阅读文本解读的态度如何?第二,高中英语教师的阅读文本解读在思维品质培养方面有什么特点?第三,高中英语教师对于以思维品质培养为导向的阅读文本解读的态度与他们的文本解读实践是否相符?基于以上研究问题,本研究主要采用问卷调查及课堂观察法。首先,本研究使用问卷对成都市某重点中学的30名高中英语教师进行了调查,旨在了解高中英语教师对思维品质培养导向的文本解读的态度。此外,本研究以其中5位教师为观察对象,观察记录了25节高中英语阅读课堂并以3个具体的课堂案例分析展示了就思维品质培养目标视角下高中英语教师文本解读的具体维度,并总结了在思维品质培养视角下高中英语教师阅读文本解读的特点。基于问卷调查及课堂... 

【文章来源】：四川师范大学四川省

【文章页数】：95 页

【学位级别】：硕士

【文章目录】：
摘要
Abstract
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purposes of the Research
    1.3 Significance of the Research
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Definitions of Thinking Dispositions and Text Interpretation
        2.1.1 Definitions of Thinking Dispositions
        2.1.2 Definitions of Text Interpretation
    2.2 Previous Studies at Home and Abroad
        2.2.1 Previous Studies on Thinking Dispositions
        2.2.2 Previous Studies on Text Interpretation
    2.3 Correlation Between Cultivation of Thinking Dispositions and TextInterpretation
    2.4 Theoretical Foundation
        2.4.1 Lin Chongde’s Theory of Intelligence
        2.4.2 Discourse Analysis Theory
    2.5 Strategies of Text Interpretation Based on Cultivating Students’ThinkingDispositions
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Classroom Observation
    3.4 Data Collection and Analysis
        3.4.1 Data Collection
        3.4.2 Data Analysis
Chapter Four Results and Discussion
    4.1 Results and Discussion of Teachers’Attitudes towards Text InterpretationBased on Cultivating Students'Thinking Dispositions
        4.1.1 Attitudes towards Text Interpretation and Cultivating Students’ThinkingDispositions
        4.1.2 Attitudes towards the Relationship Between Text Interpretation andCultivating Students’Thinking Dispositions
        4.1.3 Attitudes towards Different Dimensions of Text Interpretation
        4.1.4 Attitudes towards the Relationship Between Different Dimensions of TextInterpretation and Cultivation of Students’Thinking Dispositions
    4.2 Results and Discussion of Teachers’Text Interpretation Based on CultivatingStudents'Thinking Dispositions
        4.2.1 Characteristics of Teachers’Interpreting Dimensions
        4.2.2 Case Analysis of Teachers’Text Interpretation
    4.3 Results and Discussion of Agreement Between Teachers’Attitudes and TheirInterpretations of Texts
Chapter Five Conclusion
    5.1 Summary of Major Findings
    5.2 Implications
    5.3 Limitations
Bibliography
Appendices
Acknowledgements



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