長(zhǎng)期以來(lái),閱讀在高中英語(yǔ)教學(xué)中起著重要的作用。隨著社會(huì)和經(jīng)濟(jì)的發(fā)展,閱讀已經(jīng)成為教師關(guān)注的主要問(wèn)題。許多相關(guān)的調(diào)查和研究表明,在聽(tīng)說(shuō)讀寫(xiě)四項(xiàng)技能中,讀對(duì)學(xué)生來(lái)說(shuō)是最難的部分。除此之外,隨著教育改革的深入,我國(guó)教育在理念、方法和目標(biāo)等方面都發(fā)生了變化。教學(xué)是否有效在很大程度上取決于教師教學(xué)目標(biāo)達(dá)成的情況,在確定教學(xué)目標(biāo)之前,教師首先要做的是解讀文本（本文中的文本即閱讀教學(xué)的閱讀材料）。事實(shí)上,閱讀課不僅僅是理解文章的語(yǔ)言知識(shí)點(diǎn)和語(yǔ)言信息,它更應(yīng)該側(cè)重于對(duì)文章的解讀及對(duì)文章的深層次理解。文本解讀是有效閱讀的基礎(chǔ),教師對(duì)文本的仔細(xì)解讀不僅能幫助自身更好地理解文本意義和特點(diǎn)、更準(zhǔn)確地把握教材的要求,還能幫助教師選擇恰當(dāng)?shù)拈喿x教學(xué)策略和方法,尋找出能引導(dǎo)學(xué)生理解文本內(nèi)容、掌握語(yǔ)言知識(shí)的有效途徑。因此,認(rèn)真解讀文本是教師確定教學(xué)目標(biāo)的關(guān)鍵,也是閱讀教學(xué)是否成功的前提條件（何亞男、應(yīng)曉球,2010）。本研究旨在對(duì)基于文本解讀的高中英語(yǔ)閱讀教學(xué)進(jìn)行調(diào)查。作者通過(guò)問(wèn)卷調(diào)查和數(shù)據(jù)分析去了解在高中英語(yǔ)閱讀教學(xué)中,教師對(duì)文本解讀的側(cè)重點(diǎn)在哪些方面。并以兩名高中英語(yǔ)教師閱讀課的教案設(shè)計(jì)為基點(diǎn),探索文本解讀視角下... 

【文章來(lái)源】：貴州師范大學(xué)貴州省

【文章頁(yè)數(shù)】：83 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
Abstract
摘要
Chapter 1 Introduction
    1.1 Research Background
    1.2 Research Objectives
    1.3 Research Questions
    1.4 Research Methods
    1.5 Research Significance
    1.6 Organization of the Thesis
Chapter 2 Literature Review
    2.1 Text Interpretation
        2.1.1 Definition of Text Interpretation
        2.1.2 Related Studies on the Text Interpretation abroad
        2.1.3 Related Studies on Text Interpretation at home
    2.2 Teaching Design
        2.2.1 Definition of Teaching Design
        2.2.2 Related Studies on Teaching Design abroad
        2.2.3 Related Studies on Teaching Design at home
Chapter 3 Theoretical Foundations
    3.1 Features of Teaching Reading Comprehension
    3.2 Approaches of teaching Reading
    3.3 Discourse Analysis Theory
    3.4 Relationship between Reading and Discourse Analysis
    3.5 Summary
Chapter 4 Research Design
    4.1 Research Participants
    4.2 Research Methods
        4.2.1 Classroom Observation
        4.2.2 Questionnaire
        4.2.3 Interview
    4.3 Teaching Materials
    4.4 Research Procedures
        4.4.1 Pre-study Stage
        4.4.2 While-study Stage
        4.4.3 Post-study Stage
    4.5 Summary
Chapter 5 Data Analysis and Discussion
    5.1 Results and Analysis of Questionnaire
    5.2 Results and Analysis of Interview
    5.3 Results and Analysis of Classroom Observation
        5.3.1 Results and Analysis of Classroom Observation in Pre-reading Stage
        5.3.2 Results and Analysis of Classroom Observation in While-reading Stage
        5.3.3 Results and Analysis of Classroom Observation in Post-reading Stage
    5.4 The Four Students’ Comments about the Reading Class
    5.5 The Analysis on two Teachers’ Lesson Plan
        5.5.1 The Analysis on Ms. Duan’s Lesson Plan
        5.5.2 The Analysis on Miss Liu’s Lesson Plan
    5.6 Summary
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Implications of the Study
    6.3 Limitations
    6.4 Suggestions for Further Study
References
Appendix 1 The Classroom Observation Table
Appendix 2 Questionnaire for Teachers
Appendix 3 List of Questions for Interview with Teachers
Appendix 4 Miss Liu’s Reading Material
Appendix 5 Ms.Duan’s Reading Material
Appendix 6 Comments of the Students’


【參考文獻(xiàn)】：
期刊論文
[1]高中英語(yǔ)閱讀教學(xué)改進(jìn)策略的思考[J]. 葛炳芳.  課程·教材·教法. 2012(02)
[2]教材文本資源與教學(xué)內(nèi)容的確定[J]. 曹明海,趙宏亮.  語(yǔ)文建設(shè). 2008(10)
[3]體裁教學(xué)法的理論依據(jù)與實(shí)踐[J]. 李奇,折鴻雁.  外語(yǔ)教學(xué). 2003(03)
[4]論文本的解讀[J]. 秦秀白,韓金龍.  華南理工大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版). 1999(02)

碩士論文
[1]英語(yǔ)教學(xué)同課異構(gòu)研究：高中英語(yǔ)閱讀課堂教學(xué)觀察[D]. 范曉慧.貴州師范大學(xué) 2014
[2]基于文本的高中英語(yǔ)閱讀教學(xué)設(shè)計(jì)[D]. 吳曉蘭.福建師范大學(xué) 2013
[3]高中英語(yǔ)閱讀課課堂活動(dòng)情況的調(diào)查研究[D]. 宋冠男.東北師范大學(xué) 2011
[4]教師對(duì)教材文本解讀的策略研究[D]. 宋建玲.寧波大學(xué) 2009
[5]一項(xiàng)將文學(xué)文體學(xué)應(yīng)用于大學(xué)綜合英語(yǔ)教學(xué)的實(shí)證研究[D]. 曾齊修.華中師范大學(xué) 2008



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