思维可视化在高中英语非故事类阅读教学中的应用

发布时间：2024-02-25 19:03

　　在当今这个开放和国际化的社会中,英语阅读能力对学生的重要性是毋庸置疑的。《普通高中英语课程标准》(2017)指出,要使学生获得长期深远的发展,故事类阅读和非故事类阅读在英语学习中都是必不可少的。英语非故事类文本对学生阅读能力和思维品质的发展至关重要。但是,由于英语非故事类文本复杂隐晦的文本结构和行文逻辑关系,它的价值在英语教学中没有得到充分实现。为充分发挥英语非故事类文本的价值,众多学者做出了一些相关研究,思维可视化在英语非故事类文本阅读教学中的应用便是相关研究之一。思维可视化的主要特征是能使原本隐晦的文本结构和行文逻辑关系清晰地可见。具体来说,每一种文本结构都有一种或两种思维可视化中的组织图示与之相对应。因此,思维可视化在一定程度上能够促进学生的深度理解,发展学生的思维品质。思维可视化在英语听力、阅读和写作教学中有着广泛应用。但是,有一些国内的英语教师没有注意到思维可视化和英语非故事类文本之间的密切关系。基于前人研究以及图示理论和双重编码理论,本文就以下三个问题进行研究:1.思维可视化对学生英语非故事类文本阅读能力有何影响?2.思维可视化对学生英语非故事类阅读兴趣有何影响?3.思维可...

【文章页数】：106 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
        1.1.1 The Importance of English Non-Fiction
        1.1.2 The Challenge in English Non-Fiction Reading Teaching
    1.2 Research Purpose and Significance
    1.3 Layout of the Thesis
Chapter Two Literature Review
    2.1 Key Terms
        2.1.1 The Definition of Non-Fiction
        2.1.2 The Definition of Thinking Visualization
    2.2 Research on English Non-Fiction Reading Teaching
        2.2.1 Research on English Non-Fiction Reading Teaching Abroad
        2.2.2 Research on English Non-Fiction Reading Teaching at Home
    2.3 Research on Thinking Visualization
        2.3.1 Research on Thinking Visualization Abroad
        2.3.2 Research on Thinking Visualization at Home
    2.4 Research on the Application of Thinking Visualization in English Non-Fiction ReadingTeaching
        2.4.1 Research on the Application of Thinking Visualization in English Non-FictionReading Teaching Abroad
        2.4.2 Research on the Application of Thinking Visualization in English Non-FictionReading Teaching at Home
Chapter Three Theoretical Basis
    3.1 Schema Theory
    3.2 Dual Coding Theory
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Research Participants
    4.3 Research Instruments
        4.3.1 Pre-test and Post-test of Students’English Non-Fiction Reading Proficiency
        4.3.2 Questionnaires of Students’Interest in English Non-Fiction Reading
    4.4 Research Procedure
    4.5 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 Data Analysis
        5.1.1 Analysis of the Results of Pre-test in EC and CC
        5.1.2 Analysis of the Results of Post-test in EC and CC
        5.1.3 Analysis of the Results of Questionnaires in EC
    5.2 Discussion
        5.2.1 Discussion on the Change of Students’English Non-Fiction Reading Proficiency
        5.2.2 Discussion on Students’Interest in English Non-Fiction Reading
        5.2.3 Discussion on the Application of Thinking Visualization in English Non-FictionReading Teaching
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Study
    6.4 Suggestions for Further Study
Bibliography
AppendixⅠ
AppendixⅡ
AppendixⅢ
AppendixⅣ
Acknowledgments



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