閱讀策略是學(xué)習(xí)者為了促進對文本理解采取的有意識的學(xué)習(xí)方式。不同思維風(fēng)格的學(xué)生在策略抉擇上有不同的偏好。思維風(fēng)格沒有好壞之分,但其指引下的策略選擇卻關(guān)系到學(xué)生對閱讀文本的理解和解決閱讀問題的效率。因此,了解思維風(fēng)格的差異性及其對英語閱讀策略的影響,有助于學(xué)生優(yōu)化閱讀策略,提高閱讀水平。本文主要探究高中生的思維風(fēng)格對英語閱讀策略的影響。被試為200名來自新建二中和南昌外國語學(xué)校的高中生。研究工具為Sternberg設(shè)計張麗芳修訂的思維風(fēng)格量表(Cronbach’s alpha=.889)和參閱O’Malley和Chamot的學(xué)習(xí)策略分類方法適合中國學(xué)生修訂的閱讀策略問卷(Cronbach’s alpha=.904)。用社會學(xué)統(tǒng)計軟件SPSS.17.0處理收集的數(shù)據(jù),進行描述性統(tǒng)計、獨立樣本T檢驗、皮爾遜相關(guān)性分析和多元線性回歸分析探究以下4個問題:1.高中生思維風(fēng)格的總體特點如何?2.高中生英語閱讀策略的使用情況如何?3.高中生思維風(fēng)格是否與閱讀策略的使用有相關(guān)?如果有,達(dá)到了何種程度?4.哪一種思維風(fēng)格最能預(yù)測高中生英語閱讀策略的使用?實驗結(jié)果表明:1.高中生整體偏向于立法型、激進型、外...

【文章頁數(shù)】：73 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter 1 Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
    1.3 Organization of the Thesis
Chapter 2 Literature Review
    2.1 The Theory of Thinking Style
        2.1.1 The Theoretical Basis of Thinking Style
        2.1.2 The Classification of Thinking Style
        2.1.3 Previous Studies on Thinking Style
    2.2 The Theory of Reading Strategy
        2.2.1 The Definition of Reading Strategy
        2.2.2 The Classification of Reading Strategy
        2.2.3 Previous Studies on Reading Strategy
    2.3 Previous Studies on Correlations Between Thinking Style and ReadingStrategy
    2.4 Limitations in Previous Studies
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Research participants
    3.3 Research Instruments
        3.3.1 Thinking Style Inventory
        3.3.2 The English Reading Strategy Questionnaire
    3.4 Data Collection and Analysis
Chapter 4 Results and Discussions
    4.1 Results of the Research Questions
        4.1.1 Results in Relation to the First Research Question
        4.1.2 Results in Relation to the Second Research Question
        4.1.3 Results in Relation to the Third Research Question
        4.1.4 Results in Relation to Fourth Research Question
    4.2 Discussions in Relation to Four Results
        4.2.1 Discussions in Relation to the First Result
        4.2.2 Discussions in Relation to the Second Result
        4.2.3 Discussions in Relation to the Third Result
        4.2.4 Discussions in Relation to the Fourth Result
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Implications of the Study
        5.2.1 Implications for Students
        5.2.2 Implications for Teachers
    5.3 Limitations and Suggestions of the Study
Bibliography
Appendix 1 Thinking Style Inventory
Appendix 2 English Reading Strategies Questionnaire
Acknowledgements



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