本文關(guān)鍵詞： 復(fù)述法 英語(yǔ)閱讀 高中英語(yǔ)　出處：《延安大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：英語(yǔ)教學(xué)的工具性目標(biāo)注重其語(yǔ)言知識(shí)和語(yǔ)言技能,在素質(zhì)教育的提倡下,學(xué)生在掌握英語(yǔ)語(yǔ)言知識(shí)的基礎(chǔ)上,更加夯實(shí)了對(duì)語(yǔ)言技能的掌握。在高中階段的英語(yǔ)教學(xué)中,閱讀學(xué)習(xí)是重點(diǎn)也是難點(diǎn),學(xué)生在初中養(yǎng)成的精細(xì)閱讀習(xí)慣無(wú)法快速高效的閱讀高中階段稍復(fù)雜的文本。復(fù)述法常常用在低年級(jí)的語(yǔ)文和英語(yǔ)教學(xué)中,用以檢查學(xué)生對(duì)文章理解程度;而實(shí)際上復(fù)述法是一種基于理解的創(chuàng)新,是對(duì)理解、總結(jié)、記憶及表達(dá)這四種能力的綜合,對(duì)高中階段的英語(yǔ)閱讀學(xué)習(xí)也有一定的促進(jìn)作用。本研究針對(duì)當(dāng)前高中英語(yǔ)閱讀學(xué)習(xí)現(xiàn)狀,試圖探究復(fù)述法應(yīng)用于高中生英語(yǔ)閱讀學(xué)習(xí)的可行性和有效性,并以輸入、輸出假說(shuō)理論和建構(gòu)主義學(xué)習(xí)理論為理論依據(jù),以陜西省綏德一中高二年級(jí)兩個(gè)班的120名學(xué)生為對(duì)象進(jìn)行為期3個(gè)月的實(shí)驗(yàn)。本研究結(jié)合問(wèn)卷調(diào)查和實(shí)驗(yàn)研究,控制班按正常教學(xué)方式講授閱讀課,實(shí)驗(yàn)班加入了復(fù)述法訓(xùn)練。實(shí)驗(yàn)后對(duì)兩個(gè)班進(jìn)行前后對(duì)比,對(duì)得到的前測(cè)、后測(cè)數(shù)據(jù)通過(guò)SPSS17.0進(jìn)行統(tǒng)計(jì),并結(jié)合調(diào)查問(wèn)卷進(jìn)行分析。實(shí)驗(yàn)結(jié)果表明,學(xué)生傾向于選擇來(lái)自課外的、故事性較強(qiáng)的復(fù)述材料,對(duì)同伴復(fù)述或小組復(fù)述有更高的積極性,最常用的復(fù)述方法是關(guān)鍵詞提示法和列提綱法。實(shí)驗(yàn)表明,復(fù)述法有助于提高學(xué)生的英語(yǔ)閱讀能力,尤其對(duì)學(xué)生理解間接性問(wèn)題有更明顯的促進(jìn)作用。因此,復(fù)述法是有效促進(jìn)高中學(xué)生英語(yǔ)閱讀學(xué)習(xí)的方法之一。
[Abstract]:The instrumental goal of English teaching focuses on its language knowledge and language skills. Under the promotion of quality education, students are on the basis of mastering English language knowledge. In the senior middle school English teaching, reading learning is the focus and difficulty. The fine reading habit developed by students in junior high school can not read more complicated texts quickly and efficiently. Retelling is often used in the teaching of Chinese and English in the lower grade to check the students' understanding of the article. In fact, retelling is an innovation based on understanding, which is a synthesis of the four abilities of understanding, summing up, memory and expression. The present study aims at exploring the feasibility and effectiveness of the application of retelling to senior high school students' English reading learning according to the current situation of senior high school English reading learning. And based on the input and output hypothesis theory and constructivism learning theory as the theoretical basis. A 3-month experiment was conducted with 120 students in two classes of grade two in Suide Middle School in Shaanxi Province. This study combined with questionnaire survey and experimental study showed that the control class taught the reading course in normal teaching mode. After the experiment, the two classes were compared before and after the experiment, and the pre-test and post-test data were counted through SPSS17.0. The results show that students tend to choose the materials which come from extracurricular stories and have higher enthusiasm for peer retelling or group retelling. The most commonly used retelling methods are keyword hint method and outline method. The experiment shows that the retelling method is helpful to improve students' English reading ability, especially to the students' understanding of indirect problems. Retelling is one of the effective ways to promote the English reading learning of senior high school students.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.41

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本文編號(hào)：1473812