本文關(guān)鍵詞：基于學(xué)生學(xué)習(xí)風(fēng)格的高中英語閱讀策略培訓(xùn)個(gè)案研究　出處：《杭州師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：一直以來,人們都認(rèn)為學(xué)好一門外語關(guān)鍵在于找到合適的教學(xué)方法和編寫出優(yōu)秀的教材。因此,人們都在努力地尋找能適用于一切環(huán)境、奏效于各種不同類型學(xué)生的理想教學(xué)方法,并希望編寫出能達(dá)到這個(gè)目的的理想教材。人們的研究也取得了很大的成果,各類教學(xué)方法推陳出新,各類教材琳瑯滿目。但是,同一個(gè)教師在使用同一種教材、應(yīng)用同一種教學(xué)方法去教授同一個(gè)班級(jí)的學(xué)生時(shí)都會(huì)出現(xiàn)不同的教學(xué)效果。有些學(xué)生學(xué)習(xí)成績較好,有些學(xué)生的成績卻不盡如人意。究其原因,發(fā)現(xiàn)人們忽略了教學(xué)中的一個(gè)重要變量——學(xué)生,即有個(gè)體差異的學(xué)生。所以,有學(xué)者(如Brown,2002; Littlewood,2008,何廣鏗,2011)認(rèn)為：在教學(xué)中,只有優(yōu)秀的教學(xué)方法、高質(zhì)量的教材,缺少對(duì)學(xué)生的了解,要取得教學(xué)上的成功依舊是很困難的。20世紀(jì)70年代中期開始,國外英語教學(xué)法研究的注意力發(fā)生了轉(zhuǎn)移。開始重視對(duì)學(xué)習(xí)者個(gè)體差異(Learner differences)的研究,以及這些個(gè)體差異對(duì)教學(xué)效果的影響。學(xué)生的個(gè)體差異表現(xiàn)在許多方面,如性別、年齡、學(xué)習(xí)動(dòng)機(jī)、學(xué)習(xí)風(fēng)格等。如何有效地培養(yǎng)高中學(xué)生英語閱讀能力一直是高中英語教學(xué)所要面對(duì)重大難題之一。然而,閱讀策略的有效培養(yǎng)是高中英語閱讀教學(xué)中的一個(gè)重點(diǎn),也是提高學(xué)生閱讀能力的突破口。另外,教育部頒布的《普通高級(jí)中學(xué)英語課程標(biāo)準(zhǔn)》明確規(guī)定學(xué)習(xí)策略是課程目標(biāo)的核心組成部分,而閱讀策略就是學(xué)習(xí)策略的重要分支。本文擬從學(xué)生場獨(dú)立／場依存學(xué)習(xí)風(fēng)格個(gè)體差異的角度,來對(duì)其進(jìn)行英語閱讀策略訓(xùn)練。論文的研究假設(shè)(Hypothesis)是：基于學(xué)生場獨(dú)立／場依存學(xué)習(xí)風(fēng)格差異的高中英語閱讀策略訓(xùn)練能有效提高學(xué)生的閱讀能力。三個(gè)具體的研究問題(Research questions)如下：1.場獨(dú)立／場依存學(xué)習(xí)風(fēng)格差異如何影響學(xué)生的EFL閱讀策略使用?2.基于學(xué)生學(xué)習(xí)風(fēng)格差異的閱讀策略訓(xùn)練能否有效提高學(xué)生EFL閱讀能力?3.教師如何進(jìn)行基于學(xué)生學(xué)習(xí)風(fēng)格差異的EFL閱讀策略訓(xùn)練?本研究選取桐鄉(xiāng)市高級(jí)中學(xué)高二年級(jí)四位學(xué)生作為研究被試(Subjects),采用定量和定性混合的研究范式,運(yùn)用個(gè)案研究的方法分以下四個(gè)階段進(jìn)行。階段一：運(yùn)用場獨(dú)立／場依存學(xué)習(xí)風(fēng)格量表(GEFT)和前測(Pretest)挑選研究所需四位被試。被試的組成為場獨(dú)立、場依存各兩人,男女各兩人；同時(shí),運(yùn)用SPSS中單個(gè)樣本T檢驗(yàn)(One-Sample t-test),對(duì)四位被試的前測成績進(jìn)行均值差異性檢驗(yàn),要求四位被試的前測成績均值與全年級(jí)均值無差異。階段二：利用高中學(xué)生英語閱讀策略使用情況問卷(ERSISMiSS)調(diào)查被試的閱讀策略使用情況,記錄訓(xùn)練前的策略使用調(diào)查結(jié)果；然后,開始對(duì)被試進(jìn)行基于場獨(dú)立／場依存學(xué)習(xí)風(fēng)格差異的英語閱讀策略訓(xùn)練,訓(xùn)練遵循學(xué)習(xí)風(fēng)格匹配和失配原則進(jìn)行,使學(xué)生在閱讀策略的運(yùn)用上既“揚(yáng)長”又“補(bǔ)短”。階段三：經(jīng)過兩個(gè)月的訓(xùn)練,對(duì)四位被試再進(jìn)行后測(Posttest),兩周后再進(jìn)行一次延遲后測(Postponed posttest),測試他們的閱讀水平；并再次進(jìn)行高中學(xué)生英語閱讀策略使用情況問卷(ERSISMiSS)調(diào)查,記錄訓(xùn)練后的閱讀策略使用調(diào)查結(jié)果。階段四：對(duì)研究過程中所獲得的數(shù)據(jù)進(jìn)行定量和定性分析。首先,運(yùn)用SPSS對(duì)后測和延遲后測的成績進(jìn)行單個(gè)樣本T檢驗(yàn),發(fā)現(xiàn)經(jīng)過訓(xùn)練后四位被試的成績與全年級(jí)存在顯著性差異,明顯高于年級(jí)平均水平；其次,再運(yùn)用SPSS對(duì)訓(xùn)練前后的兩次閱讀策略使用情況問卷結(jié)果進(jìn)行配對(duì)樣本T檢驗(yàn)(Paired-Samplest-test),發(fā)現(xiàn)同一被試訓(xùn)練前后的閱讀策略使用存在極其顯著的差異,訓(xùn)練后策略使用更加豐富；最后,對(duì)測試和問卷的部分?jǐn)?shù)據(jù)做定性分析,印證定量分析結(jié)果,并得出結(jié)論。本研究的結(jié)論是：基于場獨(dú)立／場依存學(xué)習(xí)風(fēng)格的閱讀策略培訓(xùn)能擴(kuò)展學(xué)生的學(xué)習(xí)風(fēng)格和增強(qiáng)學(xué)生閱讀策略的使用能力,從而提高其閱讀能力。全文共有五個(gè)章節(jié)組成。第一章(Introduction)簡要介紹了本項(xiàng)研究的背景和研究價(jià)值。第二章(Literature Review)對(duì)國內(nèi)外場獨(dú)立、場依存學(xué)習(xí)風(fēng)格以及英語閱讀策略方面的相關(guān)研究文獻(xiàn)進(jìn)行綜述。第三章(Research Methodology)討論了研究的設(shè)計(jì),包括研究環(huán)境、取樣、研究問題、研究步驟、研究工具、數(shù)據(jù)搜集與分析步驟、英語閱讀策略培訓(xùn)方法等。第四章(Results and Discussion)對(duì)研究所得數(shù)據(jù)進(jìn)行了分析與討論。第五章(Conclusion)主要是對(duì)本研究的簡要總結(jié),包括研究發(fā)現(xiàn)、對(duì)中學(xué)英語閱讀教學(xué)的啟示和本研究尚存在的局限性。
[Abstract]:All along, people think the key to learn a foreign language is to find a suitable teaching method and write excellent materials. Therefore, people are trying to find a suitable for all environments, the ideal teaching methods work in a variety of different types of students, and hope to write a good textbook can achieve this purpose. The Research of people have achieved great results, get rid of all kinds of teaching methods, teaching materials. But one with a superb collection of beautiful things, teachers in the use of the same materials, the same kind of teaching methods to teach with a class of students will appear different teaching effect. Some students are good, some students do not satisfactory. The reason that people ignore an important variable in the teaching of students, namely the individual differences of students. Therefore, some scholars (such as Brown, 2002; Littlewood, 2008, He Guangkeng, 2011) thinks that in the teaching, only good teaching methods, high quality materials, lack of understanding of the students, to achieve success in teaching is still very difficult to start the.20 century mid 70s, the transfer of foreign language teaching approaches. Attention began to attach importance to the study of individual differences (Learner differences) research, and effect of these individual differences on the teaching effect. The students' individual differences in many aspects, such as gender, age, learning motivation, learning style and so on. How to effectively cultivate English reading ability of senior high school students has been the senior high school English teaching has to face a major problem. However, the effective reading strategies training is a focus on the English Reading Teaching in senior high school, but also to further improve students' reading ability. In addition, "senior high school English curriculum standard issued by the Ministry of education clearly" The core provisions of learning strategy is part of the curriculum goal, reading strategy is an important branch of learning strategies. This paper from the students of field dependence and independence of individual differences in learning styles, to carry on the training of English reading strategies. The research hypothesis (Hypothesis): field dependence and independence of students with different learning styles high school English reading strategy training can improve students' reading ability. Based on the three specific research questions are as follows: 1. (Research questions) field dependence and independence of learning style differences in how to use EFL students' reading strategies? 2. reading strategies training differences of students learning style can effectively improve students' reading ability based on the EFL 3.? How teachers are the differences of students learning style EFL reading strategy training based on? This study selected Tongxiang City senior high school four students As the research subjects (Subjects), using a mix of quantitative and qualitative research paradigm, using the method of case study is divided into the following four stages. Stage one: the use of field dependence and independence learning style scale (GEFT) and pretest (Pretest) selection study required four subjects. The subjects. As the field independence, field dependence of each two people, two men and women of all people; at the same time, the use of a single sample T SPSS test (One-Sample t-test), on four subjects pre-test scores of the test of mean difference, four subjects tested before no difference in the mean grades and grade average. Stage two: the situation of senior high school students' reading strategy use questionnaire (ERSISMiSS) survey participants use reading strategies and records before the training of strategy use survey results; then began to be tried based on the field dependence and independence learning style differences of English reading strategy training, Follow the training of learning style matching and mismatch principle, so that students in the use of reading strategies on both "swagger" and "short". Stage three: after two months of training, the four subjects were measured after two weeks (Posttest), followed by a delayed post test (Postponed posttest), test their reading level; and again situation of senior high school students' reading strategy use questionnaire (ERSISMiSS) survey, record training after reading strategy use survey results. Stage four: to obtain the data for the quantitative and qualitative analysis. First of all, the use of SPSS on the posttest and delayed posttest. Results of a single sample T test, found that after training four subjects and grade there is a significant difference between the grade was significantly higher than the average level; secondly, then use SPSS use questionnaire to two times before and after the training of reading strategies The results were analyzed by paired samples T test (Paired-Samplest-test), found the same subjects before and after training, the use of reading strategies have significant difference, after the training strategy for the use of more abundant; finally, part of the data of test and questionnaire to make qualitative analysis, confirms the results of quantitative analysis, and draws a conclusion. The conclusion of this study is: field independent field dependence / learning style reading strategy training can expand students' learning style and enhance the ability of students use reading strategies based on, so as to improve their reading ability. This thesis consists of five chapters. The first chapter (Introduction) briefly introduces the background and research value of this research. The second chapter (Literature Review) in China field independence, field dependence learning literature style and English reading strategies were reviewed. The third chapter discusses the design (Research Methodology) research, Including the research environment, sampling, research questions, research steps, research tools, data collection and analysis steps of English reading strategy training methods. The fourth chapter (Results and Discussion) to study the data is analyzed and discussed. The fifth chapter (Conclusion) is mainly a brief summary of this research, including the study found that the the limitations of this research and teaching is the middle school English reading.

【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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本文編號(hào)：1404219