自主阅读策略对中职生英语阅读成绩的影响

发布时间：2019-05-23 22:38

【摘要】：自主学习是当今教育研究的一个重要主题,它不仅是一种有效的学习形式,而且还是教学的目标。我国当前正在进行的课程改革对自主学习能力提出了特别的要求,因此在英语教学中有效地实施自主阅读策略的培训符合英语课程改革的需要。同时,阅读能力的提高是英语学习的重要目标之一。但传统的教学方式和学习模式导致了当前学生整体阅读能力的低下,这成为了中职英语阅读教学的最大障碍。而且传统的方法压抑学生的学习兴趣,学习策略的欠缺也同时阻碍了他们的学习。虽然许多学者针对这一问题进行了一定的理论和实践的研究,但主要侧重于中小学,针对中职生的研究较为缺乏。因此,针对这些问题,本文研究自主阅读策略对中职生英语阅读的影响。具体研究以下问题。1)当前中职生的自主阅读策略使用现状怎样?2)自主阅读策略培训可以提高学生对该策略的使用吗?3)自主阅读策略培训对英语阅读成绩的影响如何?4)自主阅读策略对不同英语水平的中职生英语阅读成绩和自主阅读策略使用有何影响?5)男生和女生在自主阅读策略使用和英语成绩方面存在差异吗?本研究采用了问卷调查,教学实验和访谈的方法进行数据采集,分析自主阅读策略对中职学生英语阅读的影响。通过描述性分析方法发现中职生在英语阅读中使用自主学习策略的现状不容乐观;自主阅读策略培训改善了实验班对自主阅读策略的使用,主要采用配对样本检验和独立样本检验方法;自主阅读策略培训提高了实验班学生的英语阅读成绩;自主阅读策略对实验班不同英语水平学生(高分组,中分组及低分组)的自主阅读策略使用情况和阅读成绩的影响是不同的,高分组和低分组同学资源使用策略提高较为明显,而中分组同学使用元认知策略更显著;通过对比分析方法发现男生和女生在自主阅读策略使用和阅读成绩存在差异。男生对资源使用策略的使用较为频繁,而女生对元认知策略使用更频繁。最后,本文总结自主阅读策略对中职生英语阅读的影响,同时对如何教授和学习使用自主阅读策略提出了一些建议。作者希望本研究对以后的中职英语阅读教学起到一定的指导意义。
[Abstract]:Autonomous learning is an important topic in educational research nowadays. It is not only an effective form of learning, but also the goal of teaching. The current curriculum reform in China puts forward special requirements for autonomous learning ability, so the effective implementation of autonomous reading strategies in English teaching meets the needs of English curriculum reform. At the same time, the improvement of reading ability is one of the important goals of English learning. However, the traditional teaching methods and learning models have led to the low reading ability of the students as a whole, which has become the biggest obstacle to English reading teaching in secondary vocational schools. Moreover, the traditional methods suppress students' interest in learning, and the lack of learning strategies also hinders their learning. Although many scholars have done some theoretical and practical research on this problem, they mainly focus on primary and secondary schools, and the research on secondary vocational school students is relatively scarce. Therefore, in view of these problems, this paper studies the influence of autonomous reading strategies on English reading of secondary vocational school students. This paper studies the following questions. 1) what is the current situation of autonomous reading strategies used by secondary vocational school students? 2) can autonomous reading strategy training improve students' use of this strategy? 3) Autonomous reading strategy training for English reading What is the influence of autonomous reading strategies on English reading performance and autonomous reading strategy use of secondary vocational school students with different English proficiency? 5) are there any differences between boys and girls in the use of autonomous reading strategies and English scores? In this study, questionnaires, teaching experiments and interviews were used to collect data, and the influence of autonomous reading strategies on English reading of secondary vocational school students was analyzed. Through descriptive analysis, it is found that the present situation of secondary vocational school students using autonomous learning strategies in English reading is not optimistic. Autonomous reading strategy training improves the use of autonomous reading strategies in the experimental class, mainly using pairing sample test and independent sample test, and autonomous reading strategy training improves the English reading performance of the students in the experimental class. The effects of autonomous reading strategies on the use of autonomous reading strategies and reading scores of students with different English proficiency (high, middle and low) in the experimental class are different, and the resource use strategies of high and low group students are improved obviously. However, the use of metacognition strategies was more significant among the students in the middle school group. Through comparative analysis, it is found that there are differences between boys and girls in the use of autonomous reading strategies and reading performance. Boys use resource use strategies more frequently, while girls use metacognition strategies more frequently. Finally, this paper summarizes the influence of autonomous reading strategies on English reading of secondary vocational school students, and puts forward some suggestions on how to teach and learn to use autonomous reading strategies. The author hopes that this study will play a guiding role in the teaching of English reading in secondary vocational schools in the future.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

【相似文献】