本文關(guān)鍵詞：高中英語閱讀教學(xué)中多元識讀能力培養(yǎng)研究　出處：《閩南師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

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【摘要】：聽、說、讀、寫是英語學(xué)習(xí)者需要掌握的四項基本技能。在這四項基本技能中,讀的能力占據(jù)了更為重要的地位。在全國各地的高考試卷中,閱讀部分往往所占比重最大。但是在日常教學(xué)中,不管是教師們的教學(xué)還是學(xué)生們的學(xué)習(xí)大多停留在教材的文字之中,較少有人關(guān)注到其它更多的閱讀資源。據(jù)此,本研究嘗試將新倫敦小組提出的以“設(shè)計”為理念的多元識讀能力培養(yǎng)教學(xué)模式應(yīng)用于高中英語閱讀課堂中,讓學(xué)生在“明確指導(dǎo)、實地操練、批判性框定和改造式操練”四個教學(xué)環(huán)節(jié)中學(xué)習(xí)語言。本文先對多元識讀能力培養(yǎng)方面的文獻(xiàn)進(jìn)行梳理,總結(jié)出閱讀教學(xué)中多元識讀能力的培養(yǎng)模式,挖掘出高中英語閱讀教學(xué)中潛在的多模態(tài)設(shè)計資源,并提出了以下三種假設(shè):1.多元識讀能力的培養(yǎng)模式在高中英語閱讀課堂中具有一定的可行性。2.多元識讀能力的培養(yǎng)可以提高學(xué)生對閱讀篇章的理解。3.多元識讀能力的培養(yǎng)從一定程度上促進(jìn)學(xué)生多元符號資源的利用和相互合作。最后在福建省漳州第一中學(xué)高二年開展實驗研究來驗證將這一新型的能力培養(yǎng)模式應(yīng)用于高中英語閱讀課堂的可行性。本實驗挑選了兩個學(xué)習(xí)水平相當(dāng)、人數(shù)相等的平行班級進(jìn)行了為期一個學(xué)期的教學(xué)實驗研究。教師在實驗班的英語閱讀教學(xué)課上有意識地通過多元識讀教學(xué)法的四個教學(xué)步驟來培養(yǎng)學(xué)生的多元識讀能力。為了驗證該培養(yǎng)模式對閱讀教學(xué)的有效性,本實驗首先安排學(xué)生完成PPT設(shè)計任務(wù),并收集他們的設(shè)計作品來分析學(xué)生的多元識讀能力是否有所提高。其次通過前后測成績數(shù)據(jù)分析和調(diào)查問卷結(jié)果分析來發(fā)現(xiàn)學(xué)生閱讀能力是否在一定程度上得到提升。經(jīng)研究發(fā)現(xiàn):在高中英語閱讀教學(xué)中應(yīng)用多元識讀能力培養(yǎng)模式不僅具有一定的可行性,而且學(xué)生在把握文章主旨和細(xì)節(jié)信息等方面的閱讀能力均有所提高。另外,學(xué)生為完成設(shè)計任務(wù),學(xué)會對各種資源的識別、歸類、篩選和評價,并且能與學(xué)習(xí)伙伴開展合作學(xué)習(xí),提高相互間的協(xié)同能力。本文旨在通過這一研究結(jié)果為廣大一線教師改進(jìn)閱讀教學(xué)方法、重視語篇的多模態(tài)資源開發(fā)、發(fā)展學(xué)生多元識讀能力提供一定的理論和實踐參考。
[Abstract]:Listen, say, read, writing are four basic skills of English learners. In the four basic skills, reading ability occupies a more important position in the country. The college entrance examination papers, the reading part is often the largest proportion. But in everyday teaching, whether teachers the teaching and learning of the students mostly in textbook writing. Few people paid attention to other more reading resources. Therefore, this study attempts to put forward the New London team to "design" multiliteracies to cultivate the idea of the application of teaching mode in high school English reading class, students in the "clear guidance field practice, critical framing and transformation practice" four language learning teaching process. This paper firstly multiliteracies culture literature, summed up the training mode in the teaching of reading multiliteracies Type, dig out the multimodal design potential resources in teaching English reading in high school, and put forward the following three hypotheses: the training mode of 1. multiliteracies in the training of senior high school English reading training has certain multiliteracies feasibility of.2. in the classroom can improve the students' understanding of the reading passage.3. multiliteracies in a certain degree to promote students to use multiple semiotic resources and mutual cooperation. Finally, experimental study was carried out in the Fujian province Zhangzhou first middle school years will verify this new training model is applied in senior high school English reading class is feasible. This study selected two parallel classes of learning level, equal number of teaching experimental study a semester. The teachers in the experimental class teaching of English reading class teaching four steps consciously through multi literacy teaching method to The cultivation of multiliteracies students. In order to verify the effectiveness of the training mode of reading teaching, this study first arrange for students to complete the PPT design task, and collect their design work to analyze the students' multiliteracies is improved. Secondly, through the analysis of results measured before and after the data analysis and the results of the questionnaire to find out whether the students' reading ability be promoted to a certain extent. The study found that: in the high school English Reading Teaching in the application of multiliteracies mode not only has certain feasibility, and the students were in the grasp of the theme and detail information and other aspects of the reading ability improved. In addition, the students to complete the design task, identification of various resources to classified. Screening and evaluation, and can carry out cooperation and learning partners learning, improve coordination ability between each other. This paper aims to this research The results provide a theoretical and practical reference for the majority of front-line teachers to improve reading teaching methods, pay attention to the development of multimodal resources and develop students' multiple literacy.

【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

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本文編號：1428508