基于思维导图的词块教学在高中英语阅读教学中的实证研究

发布时间：2021-11-14 19:37

　　随着英语课改的深入,高中英语教师愈加认识到阅读教学的重要性。但目前高中英语阅读教学的现状仍不乐观。中学英语教师一直惯用词汇兼语法的教学方法进行英语阅读教学,在某种程度上不利于提高学生的阅读能力和对阅读教学的满意度,同时也不利于培养学生积极的阅读态度。本研究以图式理论,Lewis词块教学法理论和建构主义理论为基础,以英语阅读教学中的词块为切入点,借助思维导图发散性地生成词块来探索更为有效的英语阅读教学途径,试图为阅读教学提供思维导图和词块结合的应用案例。本研究旨在回答三个问题:1.基于思维导图的词块教学是否能够提高高中生的英语阅读能力?2.基于思维导图的词块教学是否促进了高中生良好的的阅读态度和教学满意度?3.怎么样运用基于思维导图的词块进行阅读教学?本研究历时四个月,于笔者实习所在的学校进行。研究对象为高二年级两个班的学生。本研究采用文献法、问卷调查、实验法、测验法,课堂观察法五种研究方法。通过对收集到的数据和资料进行定量和定性分析,笔者得出以下结论:基于思维导图的词块教学有助于提高中生英语阅读能力,促进高中生形成积极的阅读态度和提高学生对阅读教学的满意度。最后笔者提出了本研究的局限性... 

【文章来源】：鞍山师范学院辽宁省

【文章页数】：98 页

【学位级别】：硕士

【文章目录】：
摘要
ABSTRACT
ACKNOWLEDGEMENTS
ABBREVIATIONS
Chapter1 Introduction
    1.1 Research Background
    1.2 Research significance and purpose
        1.2.1 Research significance
        1.2.2 Research purpose
    1.3 The framework of the thesis
Chapter2 Literature Review
    2.1 Lexical chunks
        2.1.1 The definition and classification of lexical chunks
        2.1.2 The functions of lexical chunks
        2.1.3 The relationship between lexical chunks and English reading
    2.2 Mind mapping
        2.2.1 The definition and features of mind mapping
        2.2.2 The relationship between mind mapping and English readingteaching
    2.3 Research on lexical chunks and mind mapping
        2.3.1 Research on lexical chunks
        2.3.2 Research on mind mapping
    2.4 The relationship between lexical chunks and mind mapping in reading
    2.5 Research gap
Chapter3 Theoretical Basis
    3.1 Michael Lewis’lexical approach
    3.2 Schema theory
    3.3 Constructivisim theory
Chapter4 Experimental Design and Implementation
    4.1 Experimental design
        4.1.1 Experimental contents and assumptions
        4.1.2 Experimental purpose
        4.1.3 Experimental participants
        4.1.4 Experimental materials
        4.1.5 Experimental tools
        4.1.6 Experimental variables
        4.1.7 Experimental procedure
    4.2 Instructional procedure in EC
        4.2.1 Preparation for the application of mind mapping
        4.2.2 Preparation for the application of lexical chunks
        4.2.3Application of mind mapping combined with lexical chunks toreading teaching
    4.3 Instructional procedure in CC
Chapter5 Data Analysis and Discussion
    5.1 Data analysis of questionnaires
        5.1.1 Data analysis of the pre-questionnaire in EC and CC
        5.1.2 Data analysis of the post-questionnaire in EC and CC
        5.1.3 Data analysis of the pre-questionnaire and post-questionnaire inEC
    5.2 Data analysis of reading tests
        5.2.1 Data analysis of of the pre-test in EC and CC
        5.2.2 Data analysis of the post-test in EC and CC
        5.2.3 Data analysis of the pre-test and post-test in EC
    5.3 Analysis of mind mapping combined with lexical chunks designed bystudents in EC
        5.3.1 Analysis of the initial phase
        5.3.2 Analysis of the later phase
    5.4 Discussion
        5.4.1 Horizontal comparison
        5.4.2 Vertical comparison
Chapter6 Conclusion
    6.1 Research findings
    6.2 Pedagogical implications
    6.3 Research limitations
    6.4 Research prospect
References
Appendix1 Questionnaire
Appendix2 Pre-test
Appendix3 Post-test
Appendix4 The result of pre-questionnaire in EC
Appendix5 The result of pre-questionnaire in CC
Appendix6 The result of post-questionnaire in EC
Appendix7 The result of post-questionnaire in CC
Appendix8 The result of pre-test and post-test between EC and CC


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