初中英语阅读教学中推理能力培养策略的行动研究

发布时间：2022-02-12 21:05

　　阅读是读者通过思维与语言交互作用主动建构对文本理解的一系列动态过程。推理作为一项基本的思维技能,如运用得当,能帮助读者获得对文本的更深入理解。然而在中学日常英语阅读教学中,推理策略及能力的培养并未得到足够重视,导致学生阅读推理能力整体不强,影响到学生阅读能力的提升发展。本研究以建构主义理论为指导,旨在通过解决以下两个研究问题进而实现提高学生英语阅读理解能力目的。1.何种的教学方法和教学策略可用于教授阅读推理的技巧?2.如何通过推理技能教学提升推理策略应用意识?本研究采用了行动研究法,以九位教师和六名学生为行动参与者,行动实施过程共分四个阶段。在介入前阶段通过师生访谈发现问题并进行理论准备和行动设计;介入第一阶段和介入第二阶段为教学实施阶段;在介入后阶段对相关研究进行总结反思,并对行动结果进行分析讨论,形成研究结论。在介入第一阶段中,有声思维教学方式被应用于阅读推理能力培养,但教学实践表明效果并不理想。作者对此阶段进行反思和总结,在教学策略及阅读材料的选择上均进行调整,进行第二介入阶段。第二介入阶段主要选用了互惠式教学法以及合作式阅读策略相结合的方法,进行推理策略的培养。此外,更多地选取... 

【文章来源】：贵州师范大学贵州省

【文章页数】：99 页

【学位级别】：硕士

【文章目录】：
ACKNOWLEDGEMENTS
Abstract
摘要
Chapter 1 Introduction
    1.1 Research Background
    1.2 Research Objectives
    1.3 Research Significance
    1.4 Organization of the Thesis
Chapter 2 Literature Review
    2.1 Definition of Key Concepts
        2.1.1 Reading Comprehension
    2.2 Related Studies Abroad
        2.2.1 The Significance of Teaching Inference
        2.2.2 Categories of Inferences
        2.2.3 Approach and Strategies for Teaching Inference
        2.2.4 Reading Materials
    2.3 Related Studies at Home
        2.3.1 National English Curriculum Standards
        2.3.2 The Current Situation of Reading Instruction in China
        2.3.3 Cultivating Thinking through English Teaching
        2.3.4 Teaching Inference in Classroom
    2.4 Theoretical Framework
        2.4.1 Constructivist Learning Theory
        2.4.2 The Role of Teacher and Student under Constructivism
        2.4.3 Constructivist Perspective on the Reading Comprehension
        2.4.4 The Implication for Instruction
    2.5 Summary
Chapter 3 Design of the Action Research
    3.1 Research Questions
    3.2 Research Method and Instrument
    3.3 Participants
    3.4 Overview of the Action Design
    3.5 Scheme of the Action
Chapter 4 Implementation of the Action Research
    4.1 The Pre-intervention Phase
        4.1.1 Interview Protocol
        4.1.2 Teachers' Perspective on Reading Instruction
        4.1.3 Students' Attitude towards Reading Instruction
        4.1.4 Analysis of Reading Comprehension Test
        4.1.5 Summary
    4.2 The First Intervention Phase
        4.2.1 Planning
        4.2.2 Implementing and Observing
        4.2.3 Reflection
    4.3 The Second Intervention Phase
        4.3.1 Planning
        4.3.2 Implementing and Observing
        4.3.3 Reflection
    4.4 Post-intervention Phase
    4.5 Summary
Chapter 5 Results and Discussion
    5.1 Students' Performance in the First Intervention Phase
        5.1.1 Students' Performance of Using Inference Strategies
        5.1.2 Students' Feedback about Think Aloud Method and Reading Materials
        5.1.3 Results on First Intervention Phase
    5.2 Students' Performance in the Second Intervention Phase
        5.2.1 Students' Performance of Using Inference Strategies
        5.2.2 Results on Second Intervention Phase
    5.3 Reading Materials for Inference Training
    5.4 Discussion
Chapter 6 Conclusion
    6.1 The Major Findings
    6.2 Implications
    6.3 Limitations
    6.4 Suggestions for Future Research
References
Appendix 1 Interview Guide
Appendix 2 Worksheets for Inference
Appendix 3 Lists of Roots and Affixes
Appendix 4 Lexical Inference Worksheet
Appendix 5 Worksheet for Individual Task
Appendix 6 Performance Checklist
Appendix 7 Worksheet for Reciprocal Teaching
Appendix 8 Sample of Student' s Individual Worksheet
Appendix 9 Sample of Worksheet in Students' Group Working


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