文章主旨教学对高中生英语阅读理解影响的实验研究

发布时间：2018-05-05 09:49

本文选题：主旨大意辨认 + 范畴化理论　；参考：《广州大学》2017年硕士论文

【摘要】：掌握阅读材料的主旨大意是我国高中生英语学习的要求之一。语言学家一致认为,系统有效的阅读策略训练是获得这种能力的必要条件。本研究根据认知范畴化理论,通过文章主旨教学的训练方法,研究定位文章主旨大意这种策略训练对中国高中生英语阅读理解的影响。经阅读该领域前人的一些相关研究以及自己初步研究发现,在阅读英语材料时把握主旨大意能力不强的学生具有以下三个共同点:1)不能很好地区分词汇的上义项和下义项,即信息的重要性辨别能力弱;2)对文章脉络结构没有清晰的认识,即篇章意识不强;3)没有得到来自书本和老师的对该项技能的系统化指导和训练。基于以上发现,本研究根据范畴化理论,设计了一项实验研究。实验选取广州市东江中学高二年级的两个平行班作为对象,其中一个为实验班,一个为控制班。实验从2016年9月开始,至2016年12月结束。实验班以范畴理论为指导,进行英文文章主旨大意提取训练;控制班则采用常规教学方法,即指导学生通过标题猜测,快速阅读以及仔细阅读等阅读策略来找主旨大意。实验后通过问卷调查以及阅读理解试题进行检验。该实验主要是探讨两个问题:在范畴理论指导下的高中英语抓文章主旨大意阅读教学对学生的阅读理解能力有何影响;在范畴理论指导下的高中英语抓文章主旨大意阅读教学对学生抓文章主旨大意的能力有何影响。SPSS 18.0版本被用来分析从前后测试得到的数据。在实验结束后,后测试卷用来检测实验研究的效果。后测结果显示,实验班阅读理解部分平均分是27.4667,而控制班阅读理解部分平均分是22.8889,通过分析问卷调查结果以及分析随机抽取的八个同学的访谈记录表明,高中英语抓文章主旨大意阅读教学这种策略训练增加了学生的英语学习的信心和兴趣。
[Abstract]:Mastering the gist of reading materials is one of the requirements for senior high school students in China. Linguists agree that systematic and effective reading strategy training is a necessary condition for this ability. Based on the cognitive categorization theory, the present study investigates the influence of this strategy training on the reading comprehension of Chinese senior high school students. After reading some related studies in this field and their own preliminary studies, it is found that students who have not grasped the main idea in reading English materials have the following three common points: 1) they can not distinguish between the upper and the lower meanings of vocabulary very well. That is, the importance of information discrimination is weak (2) there is no clear understanding of the structure of the context of the article, that is, the text awareness is not strong. 3) No systematic guidance and training from books and teachers on this skill has been obtained. Based on the above findings, an experimental study was designed based on categorization theory. The experiment selects two parallel classes in grade two of Dongjiang Middle School in Guangzhou as the object, one of which is the experimental class and the other is the control class. The experiment began in September 2016 and ended in December 2016. The experimental class is guided by category theory, and the control class adopts the conventional teaching method, which instructs students to find the main idea through reading strategies such as headline guessing, fast reading and careful reading. After the experiment, questionnaire and reading comprehension test were used to test. Under the guidance of category theory, this experiment mainly discusses two questions: how does the main purpose reading teaching of senior high school students influence students' reading comprehension ability; Under the guidance of category theory, the main purpose reading teaching of English articles in senior high school has an impact on the students' ability to grasp the main idea. SPSS version 18.0 is used to analyze the data obtained from the pre-test and post-test. At the end of the experiment, the post-test paper was used to test the effect of the experimental study. The post-test results showed that the average score of reading comprehension in the experimental class was 27.4667, while that in the control class was 22.8889.Through analyzing the results of the questionnaire and the interview records of the eight randomly selected students, it was found that the average score of the reading comprehension part in the experimental class was 27.4667 and 22.8889 respectively. This kind of strategy training increases students' confidence and interest in English learning.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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