图式理论在初中英语阅读教学中的应用研究

发布时间：2018-02-13 12:36

本文关键词： 图式理论初中英语阅读教学　出处：《上海师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：英语作为当今社会发展不可或缺的一门语言,其重要性随着社会的发展日益凸显,这直接决定了英语这门学科在初中教育中的重要性和必要性。在初中英语教学中,英语教师的教学目标是全面发展和提升学生的听、说、读、写能力。学生的阅读能力是一项重要的教学目标。学生英语阅读能力的提升需要通过教师的英语阅读教学来实现,因此阅读教学就理所应当地成为了英语教学的重头戏。然而传统的英语阅读教学把焦点都放在了词汇、语法和句子结构上,忽略了阅读理解本身。这直接影响了现阶段的初中英语教学的效果,让许多学生无法进行有效阅读,最终阻碍了学生英语阅读能力的提升。笔者在本次研究中主要采用了文献研究法和实证研究法。为全面改善初中英语阅读教学,从而提升初中生的英语阅读能力,本文首先详细阐述了本次研究的理论基础,在大量文献研究的基础上归纳了英语阅读的本质、英语阅读的三种模式、图式理论的内涵和发展、三种图式的作用及其运用于阅读教学的研究。接下来通过调查问卷较全面、客观地了解了学生的英语阅读现状并分析了现状背后的原因,然后针对调查问卷所反映的问题,举出了运用图式理论指导初中英语阅读教学的具体措施,并结合初中教材举出了教学实例。最后,通过实验研究的方式,来验证图式理论对初中英语阅读教学的有效指导。在本次研究实验中,参与实验的学生一共77名。从本次实验数据不难发现,这些初中生的英语阅读水平有了比较明显的、不同程度的提高。更加重要的是,英语阅读教学的瓶颈得以打破;在图式理论的充分运用下,英语阅读教学也发生了本质上的转变,让英语阅读教学回归到阅读本身;学生在英语阅读方面掌握了更加行之有效的阅读策略,培养了更好的阅读习惯和阅读态度,对英语阅读重新燃起了兴趣和渴望,并通过几个月的英语阅读训练有效地提升了英语阅读能力;全班学生在英语阅读部分一直存在的两极分化现象也有望得到缓解。因此,可以得出这样的结论:图式理论对初中英语阅读教学具有有效指导并应该运用于初中英语阅读教学中。
[Abstract]:English, as an indispensable language in the development of today's society, is becoming more and more important with the development of society, which directly determines the importance and necessity of English as a subject in junior high school education. The teaching goal of English teachers is to develop and improve students' listening, speaking, reading and writing abilities. The students' reading ability is an important teaching goal. The improvement of students' English reading ability needs to be realized through teachers' English reading teaching. Therefore, reading teaching has become an important part of English teaching. However, traditional English reading teaching focuses on vocabulary, grammar and sentence structure. Neglecting reading comprehension itself. This directly affects the effect of junior high school English teaching at the present stage and makes many students unable to read effectively. Finally, it hinders the improvement of students' English reading ability. In this study, the author mainly adopts the literature research method and the empirical research method. In order to improve the junior middle school English reading teaching, so as to improve the junior high school students' English reading ability. This paper first elaborates the theoretical basis of this study, and summarizes the essence of English reading, the three modes of English reading, the connotation and development of schema theory on the basis of a large number of literature studies. The function of the three schemas and their application in reading teaching are studied. Secondly, the author objectively understands the students' English reading status and analyzes the reasons behind it through the questionnaire, and then aims at the problems reflected in the questionnaire. This paper gives some concrete measures to guide English reading teaching in junior high school by schema theory, and gives a teaching example combined with junior high school teaching material. In this study, 77 students participated in the experiment. From the experimental data, it is not difficult to find that the English reading level of these junior high school students is quite obvious. More importantly, the bottleneck of English reading teaching can be broken, and with the full use of schema theory, English reading teaching has also undergone essential changes, which makes the teaching of English reading return to reading itself. Students have mastered more effective reading strategies, developed better reading habits and attitudes, and rekindled their interest and desire in English reading. And through several months of English reading training, English reading ability has been effectively improved, and the polarization that has existed in the English reading section of the class is expected to be alleviated. It can be concluded that schema theory is an effective guide for junior high school English reading teaching and should be applied to junior high school English reading teaching.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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