高中文科生和理科生英语阅读策略之对比研究

发布时间：2018-06-28 08:52

本文选题：文科生和理科生 + 认知策略　；参考：《陕西师范大学》2016年硕士论文

【摘要】：英语阅读策略的研究对学生的英语学习至关重要。近年来,阅读策略的研究已经从策略本身转向学习者差异的研究,尤其是那些把英语作为一门外语来学习的中国大学生和高中生。不可否认,高中阶段是学生学习英语的关键阶段,对学生今后的英语学习会产生深远的影响。所以对高中阶段学生英语阅读策略的研究是很有必要的。因此,本文将调查并研究高中文科生和理科生英语阅读策略的使用情况及频率,探索文科生和理科生在策略使用方面是否存在差异这个问题。本研究主要以问卷调查和学生访谈的形式进行。东莞市麻涌中学高二年级文科(16班)45人、理科(8班)45人,共计90名学生参加到了研究中。与此同时,作者也听取了一些老教师对阅读教学的看法。以上这些都为本文提供了有价值的参考。研究中所有搜集的数据都将通过Microsoft Excel 2010进行分析整理。调查结果表明：90名学生中有97%以上的学生使用阅读策略,其中认知策略是他们最常用的阅读策略,使用频率最高。文科生和理科生在策略的使用上是有差异的。他们的差异在于元认知策略和社会情感策略的使用上：文科生更倾向于使用社会情感策略,例如提问题,合作等等；而理科生更偏向于使用元认知策略,例如,自我管理、自我规划、自我评价等。基于研究结果,作者在文章中指出：在高中阶段对学生进行一定的英语阅读策略的教学和培训是很有必要的,它能提高学生的策略意识,对学生的学习和未来工作都有巨大的帮助。
[Abstract]:The study of English reading strategies is of great importance to students' English learning. It is undeniable that high school is the key stage for students to learn English, which will have a profound influence on students' English learning in the future. Therefore, it is necessary to study the English reading strategies of senior high school students. Therefore, this paper will investigate and study the use and frequency of English reading strategies for senior high school students of arts and science, and explore whether there are differences in the use of strategies between arts students and science students. A total of 90 students participated in the study, including 45 liberal arts (class 16) and 45 science students (class 8) in grade 2 in Dongguan City. At the same time, the author also listened to the views of some old teachers on the teaching of reading. All these provide a valuable reference for this paper. All data collected in the study will be analyzed through Microsoft Excel 2010. The results show that more than 97% of the 90 students use reading strategies, among which cognitive strategies are the most frequently used reading strategies. Arts students and science students in the use of strategies are different. Their differences lie in the use of metacognitive strategies and social affective strategies: arts students tend to use social affective strategies, such as asking questions, cooperating and so on, while science students tend to use metacognitive strategies, such as self-management. Self-planning, self-evaluation, etc. Based on the results of the study, the author points out that it is necessary to teach and train English reading strategies in senior middle school, which can improve students' awareness of strategies. It is of great help to students in their study and future work.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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