知识可视化工具在初中英语阅读教学中的应用研究

发布时间：2024-03-07 03:06

　　近年来,人类社会已经步入了知识爆炸的信息时代。此外,新课程的核心理念与《英语课程标准》都对学生的阅读能力提出了较高要求。在此背景下,传统的英语阅读教学已远远不能满足教学需要。本研究试图从知识可视化工具的角度,探讨其在初中英语阅读教学中的应用,以此来提高学生的阅读水平,帮助学生培养良好的阅读习惯。本研究通过实验教学将知识可视化工具运用到初中英语阅读教学中,以便探究知识可视化工具与初中英语阅读教学相结合的有效途径。本文研究问题为:(1)与传统阅读教学方法相比,使用知识可视化工具的阅读教学法是否能更有效地提高初中生英语阅读水平?(2)与传统阅读教学方法相比,使用知识可视化工具的阅读教学法能否改善初中生英语阅读习惯?通过文献研究,本文首先界定了知识可视化、知识可视化工具等核心概念,回顾并总结了国内外英语教学中的知识可视化工具研究现状及水平。其次,通过问卷调查和访谈相结合的方法就初中生的英语阅读习惯以及对于知识可视化工具的了解情况分别对学生和教师进行调查分析,同时对两个班级同时进行了旨在测试英语阅读水平的前测考试,然后选择实验班进行知识可视化工具指导下的英语阅读教学实验研究。在实验后又开展了一次...

【文章页数】：156 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter1 Introduction
    1.1 Research Background
        1.1.1 The New Requirements
        1.1.2 The Knowledge and Image Age
        1.1.3 The Current Situation
    1.2 Research Significance
    1.3 Research Objectives
    1.4 The framework of the Research
Chapter2 Literature Review
    2.1 An Overview of Knowledge Visualization
        2.1.1 The definition of Knowledge Visualization
        2.1.2 The classification of Knowledge Visualization
    2.2 Previous Studies on Knowledge Visualization
        2.2.1 Studies of Knowledge Visualization Abroad
        2.2.2 Studies of Knowledge Visualization at Home
    2.3 Previous Studies on Knowledge Visualization and Junior high schoolEnglish Teaching
        2.3.1 Knowledge Visualization and Junior high school EnglishTeaching Abroad
        2.3.2 Knowledge Visualization and Junior high school EnglishTeaching at Home
    2.4 Previous Studies on Reading genre
    2.5 Summary
Chapter3 Research Methodology
    3.1 Research questions
    3.2 Research participants
    3.3 Research methods
        3.3.1 Questionnaire
        3.3.2 Interview
        3.3.3 Reading Proficiency Test
    3.4 Research Procedure
        3.4.1 The pre-test stage
        3.4.2 Experiment implementation stage
        3.4.3 The post-test stage
Chapter4 Application of Knowledge Visualization Tools(KVT for short)
    4.1 Current Situation of KVT
        4.1.1 Students’Identification of KVT
        4.1.2 Students’Attitude towards KVT
        4.1.3 Students’Mastery and Understanding of KVT
        4.1.4 Teachers’Attitude toward KVT
    4.2 Application of KVT in Narrative Reading
    4.3 Application of KVT in Expository Reading
    4.4 Application of KVT in Argumentative Reading
    4.5 Application of KVT in Practical Reading
    4.6 The application summary of KVT in reading class
Chapter5 Discussion and Results
    5.1 English Reading Attitudes Questionnaire(ERAQ)Analysis
    5.2 Data Analysis of the Reading Proficiency Test
    5.3 Research results
Chapter6 Conclusion
    6.1 Major findings
    6.2 The Limitations of the Study
    6.3 Suggestions for further study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
攻读学位期间取得的研究成果
Acknowledgements



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