批判性阅读教学模式在高中英语阅读中的应用研究

发布时间：2021-01-10 23:49

　　近年来越来越多的学者对批判性阅读进行了研究。在阅读中纳入批判性思维能力的培养就称为批判性阅读。“所谓批判性阅读,是指对文本的高层次理解,它包括解释意义和评价两个层面”。（史文婷）批判性阅读教学,即将批判的思维方式应用于阅读教学中,使学生从传统的、静态的欣赏者转变为积极主动的解读者、审视者、质疑者以及分析评论者。相较于传统的常规阅读教学模式,批判性阅读教学,可以帮助学生树立自我意识,更好地提升学生的阅读能力,提高学生的创新意识和创新能力,促进学生独立分析问题和解决问题能力的培养。普通高中英语课程标准明确提出对英语学科核心素养的语言能力和思维品质的要求:在广泛的语言情境中,阅读者应该批判性地审视语篇的内容,观点,情感态度和文体特征,赏析语篇中精彩语段的表意手段。根据所获得的多种信息,归纳共同要素,构建新的概念,并通过演绎,解释,处理新的问题,从另一个视角认识世界。针对所获取的各种观点,阅读者应该提出批判性的问题,辨析,判断观点和思想的价值,并形成自己的观点。在英语教学中,培养学生批判性思维能力的课堂教学的有效性在于将批判性阅读运用到英语阅读教学中,以提高英语的综合运用能力。因此,在高中开展... 

【文章来源】：内蒙古师范大学内蒙古自治区

【文章页数】：74 页

【学位级别】：硕士

【文章目录】：
中文摘要
ABSTRACT
List of Abbreviations
Chapter 1 Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
    1.3 Outline of the Thesis
Chapter 2 Literature Review
    2.1 Definitions of Critical Reading
    2.2 Definitions of Critical Reading Ability
    2.3 Related Studies on Critical Reading Abroad and at Home
        2.3.1 Related Studies on Critical Reading Abroad
        2.3.2 Related Studies on Critical Reading at Home
    2.4 Theoretical Foundations
        2.4.1 Constructivist Learning Theory
        2.4.2 Critical Discourse Analysis Theory
    2.5 Critical Reading Teaching Model
        2.5.1 Five-step Critical Reading Teaching Model
        2.5.2 Three-step Critical Reading Teaching Model
        2.5.3 Four-step Critical Reading Teaching Model
Chapter 3 Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Tests
        3.3.3 Teaching Materials
    3.4 Treatments
        3.4.1 The Traditional Reading Teaching Model in the Control Class
        3.4.2 The Critical Reading Teaching Model in the Experimental Class
    3.5 Research Procedures
        3.5.1 Pre-test and Pre-questionnaire
        3.5.2 Training
        3.5.3 Post-test and Post-questionnaire
    3.6 Data Collection and Analyses
Chapter 4 Results and Discussion
    4.1 Students’Critical Reading Consciousness
    4.2 Students’Reading Ability
        4.2.1 Results of the Pretest
        4.2.2 Results of the Posttest
    4.3 Students’Critical Reading Ability
        4.3.1 Results of the Pretest
        4.3.2 Results of the Posttest
    4.4 Summary
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Implications
        5.2.1 Implications for Teachers
        5.2.2 Implications for Learners
    5.3 Limitations of the Study and Suggestions for Further Study
Bibliography
Appendix 1
Appendix 2 Pretest Paper
Appendix 3 Posttest Paper
Acknowledgements



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