概念图构建活动在高中英语阅读教学中的应用研究

发布时间：2021-09-25 11:38

　　概念图是盛行于欧美国家的一种教学策略,它以直观形象的方式表征知识,能有效呈现思维的过程及知识的关联,引导学生进行意义建构。英语阅读教学是中学英语教学中的一个重要环节,建构主义学习理论和图式理论认为在阅读学习中,学习者主动地进行意义建构。在中学的英语阅读教学过程中,如何利用概念图促进学生的知识建构,并进一步拓展学生的阅读理解能力,是值得研究的问题。一些国内外的学者已经对概念图本身概念、以及概念图应用于教学、思维拓展等方面做了很多研究。然而,在高中英语阅读教学中,如何应用概念图构建活动来促进学生知识建构的研究仍然是非常有限的。本研究旨在探索概念图示活动在高中英语阅读教学之中的实践与应用,以期得到一些能够提高高中英语阅读教学的启示。基于概念图的理论基础,对概念图示应用在阅读活动中的类别进行了整合,总结出组织层面和内容层面的概念图活动形式,组织概念图活动包括自主构图、协作构图、引导性构图三种形式;内容概念图活动包括语言、形式和主题内容三个方面。本文的研究问题在于探究两类概念图活动形式分别是如何影响学生的知识建构和阅读理解能力,以及优化概念图构建活动在高中阅读教学中的应用中所面临的问题和建议。参... 

【文章来源】：四川师范大学四川省

【文章页数】：124 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 Purpose of the Research
    1.3 Significance of the Research
    1.4 Structure of the Research
Chapter Two Literature Review
    2.1 An Overview of English Reading Teaching
        2.1.1 Definition of Reading
        2.1.2 Previous Studies on English Reading Teaching
        2.1.3 Theoretical Basis of Reading Teaching Activities
        2.1.4 Knowledge Building in English Reading Teaching
        2.1.5 Reading Comprehension in English Reading Teaching
    2.2 Related Theories of Concept Map
        2.2.1 Definition of Concept Map
        2.2.2 The Classification of Concept Map
        2.2.3 Instructional Functions of Concept Map
        2.2.4 Theoretical Basis of Concept Map
    2.3 Existing Studies on Concept-Map Based Activities and Reading Teaching
    2.4 Theoretical Framework
        2.4.1 Organization Based Concept-Map Activities in Reading Teaching
        2.4.2 Content Based Concept-Map Activities in Reading Teaching
    2.5 Summary
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Instruments
        3.3.1 Classroom Observation
        3.3.2 Interview
    3.4 Procedures of Data Collection
    3.5 Methods of Data Analysis
        3.5.1 Coding Organization Based Concept-Map Activities
        3.5.2 Coding Content Based Concept-Map Activities
Chapter Four Results and Discussion
    4.1 Results from Classroom Observation
        4.1.1 Knowledge Building through Organization Based Concept-MapActivities
        4.1.2 Improving Reading Comprehension through Content Based Concept-MapActivities
        4.1.3 Possible Obstacles Existing in Conducting Concept-Map Based Activities
    4.2 Results from Interview
    4.3 Discussion
        4.3.1 Knowledge Building Conducted through Organization Concept-MapBased Activities
            4.3.1.1 Positive Autonomous Learning in Students’KnowledgeConstruction
            4.3.1.2 Promoting Students’Collaboration in Students’KnowledgeConstruction
            4.3.1.3 The Tendency of Teacher Instruction in Students’KnowledgeConstruction
        4.3.2 Developing Students’Reading Comprehension through Content Concept-Map Based Activities
            4.3.2.1 Improving Vocabulary Learning in Developing Students’ReadingComprehension
            4.3.2.2 Developing Students’Reading Comprehension through GenreAnalysis
            4.3.2.3 Developing Students’Reading Comprehension through ThematicActivation
        4.3.3 Major Means of Applying Concept-Map Based Activities in DailyReading Teaching
            4.3.3.1 Applying Different Concept Maps to Achieve Specific ReadingObjectives
            4.3.3.2 Integrating Concept-Map Based Activities and Other ReadingStrategies
Chapter Five Conclusion
    5.1 Major Findings and Implications
    5.2 Limitations and Suggestions
Bibliography
Appendix1 Interview Questions
Appendix2 Classroom Observation Scales(1)
Appendix2 Classroom Observation Scales(2)
Appendix3 Teaching Materials
Acknowledgements



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