运用“读者剧
发布时间：2018-10-19 07:24
【摘要】：随着新课标对初中学生英语阅读能力要求的提高,越来越多的初中英语教师开始关注阅读教学。然而,到底应该用什么“标准”去衡量一个中学生的阅读能力?究竟用何种“教学方式”能更有效地提升学生的阅读能力?这两个问题引发诸多学者的关注,不同学者和流派也一直有着不同的观点。在1997年,美国政府成立了“国家阅读小组”(简称NRP)对美国学校的语言教学进行研究。2000年NRP在小组的研究报告中指出有五个方面的要素构成了流畅阅读的整个过程。分别是:音素意识、声学、词汇、流畅性、理解能力。此后,学者们开始把这五个要素作为衡量一个人阅读能力的主要标准,并统称为“阅读流畅性”。同时,NRP在他们的报告中也做了如下的结论:“反复阅读和其它形式的教师指导下口头朗读可以明显地提高阅读流畅性。”反复的口头朗读可以采取很多形式。目前备受许多阅读专家推崇的就是“读者剧场”。在“读者剧场”中,学生排练短剧,并最终搬上舞台。在这整个过程中,参与者不停地阅读剧本内容。排练过程提供了多次复述剧本的机会,阅读流畅性也随之增加。“读者剧场”所注重的是声情并茂的朗读,最大限度地鼓励各个年龄段、各种阅读水平的学生们流利顺畅地、有语气、有表情地阅读,并且享受这个过程。在读者剧场的实施过程中,学生的“阅读流畅性”在潜移默化中得到了提高。此论文在前人研究的基础上,在实践层面论述了 “读者剧场”在初中英语阅读教学中的应用。对“阅读流畅性”的人工测量方法和软件测量方法进行详细的描述。本研究针对以下三个问题进行重点研究和探讨:(1)初中学生英语阅读流畅性存在的问题有哪些?(2)初中学生对阅读流畅性的认知和对读者剧场训练的态度如何?(3)读者剧场的实施对初中学生阅读流畅性的有什么样的影响?本人通过研究得出如下结论:(1)本地区的初中生在阅读流畅性的多个维度均存在问题,其中在“阅读韵律性”维度的问题较为突出;(2)本人通过调查问卷发现很多学生对“阅读流畅性”的认识还不全面,但是对“读者剧场”实施都表现出极大的兴趣;(3)本研究通过实证研究的方法,通过对参与研究的学生的“阅读流畅性”的前测结果与后测结果进行对比,发现“读者剧场” 对提高初中生英语“阅读流畅性”有明显的效果。目前,由于笔者的研究水平有限、实验研究样本过于单一、未进行中测和多次跟踪后测,对这一问题的研究存在很多不足之处,还有待在专家指导下进一步推进。
[Abstract]:With the improvement of English reading ability of junior high school students in the new curriculum, more and more junior high school English teachers begin to pay attention to reading teaching. However, what "standard" should be used to measure a middle school student's reading ability? What kind of "teaching method" can improve students' reading ability more effectively? These two issues have aroused the attention of many scholars, and different scholars and schools have always had different views. In 1997, the United States government set up the National Reading Group (NRP) to study language teaching in American schools. In 2000, NRP pointed out that there are five elements that constitute the whole process of fluent reading. They are phoneme consciousness, acoustics, vocabulary, fluency and comprehension. Since then, scholars began to regard these five elements as the main measure of a person's reading ability, and collectively called "reading fluency". At the same time, NRP concluded in their report that "repeated reading and other forms of oral reading under the guidance of teachers can significantly improve reading fluency." Repeated oral reading can take many forms. At present, many reading experts are highly respected is the "Reader Theater." In the Reader Theater, students rehearse short plays and end up on stage. Throughout the course, the participants kept reading the script. Rehearsals provide the opportunity to repeat the script many times, and the fluency of reading increases. Reader Theater focuses on emotional reading to encourage students of all ages and levels of reading to read fluently, smoothly, with tone and expression, and to enjoy the process. In the course of the implementation of the reader theater, the students'reading fluency has been improved. On the basis of previous studies, this thesis discusses the application of "Reader Theater" in junior high school English reading teaching. The manual measurement method and software measurement method of reading fluency are described in detail. This study focuses on the following three questions: (1) what are the problems of English reading fluency among junior high school students? (2) what is the attitude of junior high school students towards reading fluency and audience theater training? What influence does the implementation of the theater have on the reading fluency of junior high school students? I draw the following conclusions through the research: (1) the junior high school students in this area have problems in reading fluency in many dimensions. Among them, the problems in the dimension of "reading prosody" are more prominent; (2) I find that many students' understanding of "reading fluency" is not comprehensive through the questionnaire. However, it has shown great interest in the implementation of "Reader Theater". (3) this study compares the pre-test results of the students'"reading fluency" with the post-test results through empirical research. It is found that Reader Theater has obvious effect on improving English reading fluency of junior high school students. At present, due to the limited level of the author's research, the sample of experimental research is too single, which does not carry out intermediate measurement and multiple tracking post-test. There are many deficiencies in the study of this problem, which need to be further promoted under the guidance of experts.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2280526
[Abstract]:With the improvement of English reading ability of junior high school students in the new curriculum, more and more junior high school English teachers begin to pay attention to reading teaching. However, what "standard" should be used to measure a middle school student's reading ability? What kind of "teaching method" can improve students' reading ability more effectively? These two issues have aroused the attention of many scholars, and different scholars and schools have always had different views. In 1997, the United States government set up the National Reading Group (NRP) to study language teaching in American schools. In 2000, NRP pointed out that there are five elements that constitute the whole process of fluent reading. They are phoneme consciousness, acoustics, vocabulary, fluency and comprehension. Since then, scholars began to regard these five elements as the main measure of a person's reading ability, and collectively called "reading fluency". At the same time, NRP concluded in their report that "repeated reading and other forms of oral reading under the guidance of teachers can significantly improve reading fluency." Repeated oral reading can take many forms. At present, many reading experts are highly respected is the "Reader Theater." In the Reader Theater, students rehearse short plays and end up on stage. Throughout the course, the participants kept reading the script. Rehearsals provide the opportunity to repeat the script many times, and the fluency of reading increases. Reader Theater focuses on emotional reading to encourage students of all ages and levels of reading to read fluently, smoothly, with tone and expression, and to enjoy the process. In the course of the implementation of the reader theater, the students'reading fluency has been improved. On the basis of previous studies, this thesis discusses the application of "Reader Theater" in junior high school English reading teaching. The manual measurement method and software measurement method of reading fluency are described in detail. This study focuses on the following three questions: (1) what are the problems of English reading fluency among junior high school students? (2) what is the attitude of junior high school students towards reading fluency and audience theater training? What influence does the implementation of the theater have on the reading fluency of junior high school students? I draw the following conclusions through the research: (1) the junior high school students in this area have problems in reading fluency in many dimensions. Among them, the problems in the dimension of "reading prosody" are more prominent; (2) I find that many students' understanding of "reading fluency" is not comprehensive through the questionnaire. However, it has shown great interest in the implementation of "Reader Theater". (3) this study compares the pre-test results of the students'"reading fluency" with the post-test results through empirical research. It is found that Reader Theater has obvious effect on improving English reading fluency of junior high school students. At present, due to the limited level of the author's research, the sample of experimental research is too single, which does not carry out intermediate measurement and multiple tracking post-test. There are many deficiencies in the study of this problem, which need to be further promoted under the guidance of experts.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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