根據(jù)《義務教育英語課程標準(2011版)》要求,小學階段的學生讀寫能力需要達到第二級要求,即:學生能借助圖片讀懂簡單的故事或小短文,并養(yǎng)成按意群閱讀的習慣;能正確朗讀所學故事或短文;能根據(jù)圖片、詞語或例句的提示寫出簡短的語句。因此,小學英語語篇教學對培養(yǎng)學生閱讀和書寫能力有著極為重要的作用。但是,由于當前小學語篇教學中存在學方法單一、學生學習態(tài)度懈怠等問題,亟需引進新理念、新方法以培養(yǎng)學生興趣,促進教學效果。作者發(fā)現(xiàn),互文性理論所涉及的三個維度,即語言互文性、文化互文性和媒介互文性可與小學英語語篇教學相結合。本研究探討互文性理論基礎上的小學英語語篇教學的方式和有效性,試圖回答以下兩個問題:1.基于互文性理論的語篇教學對小學生的學習態(tài)度有何影響?2.基于互文性理論的語篇教學對小學生的閱讀和寫作能力有何影響?為回答以上問題,本研究選取懷寧縣月山鎮(zhèn)中心學校六年級二班和三班共88名學生為研究對象,分別將兩個班級分為實驗班和控制班。在實驗班級用互文性理論指導語篇教學,在控制班用解釋字、詞、句為主的傳統(tǒng)教學方法授課。本研究通過具體教學實驗、收集和分析實驗數(shù)據(jù),主要發(fā)現(xiàn)如下:1)實驗班學生學習英語的...

【文章頁數(shù)】：77 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgments
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Intertextuality Theory
    2.2 Previous Research on Intertextuality
        2.2.1 Previous Research Abroad
        2.2.2 Previous Research at Home
    2.3 Discourse and Discourse Teaching
    2.4 Previous Research on English Discourse Teaching
    2.5 Relevance Between Discourse Teaching and Intertextuality
    2.6 Research on the Application of Intertextuality Theory to Discourse Teaching
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Variables
    3.4 Research Instruments
        3.4.1 Questionnaires
        3.4.2 Tests
    3.5 Research Procedure
    3.6 The Implementation of Intertextuality Theory in English Discourse Classes in Primary School
Chapter Four Results and Discussion
    4.1 Improvement of Students' Learning Attitude in Discourse Learning Based on Intertextuality Theory
        4.1.1 Changes in Students' Emotion in Discourse Learning
        4.1.2 Changes in Students' Cognition in Discourse Learning
        4.1.3 Changes in Students' Learning Behavior in Discourse Learning
    4.2 Improvement of Students' Reading and Writing Ability Based on Intertextuality Theory
        4.2.1 Reading and Writing Ability between the Two Classes in the Pre-test
        4.2.2 Reading and Writing Ability Between the Two Classes in the Post-test
Chapter Five Conclusion
    5.1 Main Findings
        5.1.1 Positive Changes of Students' Learning Attitude in English Discourse Learning
        5.1.2 Progress of Students'Reading and Writing Ability Based on Intertextuality Theory
    5.2 Implications
        5.2.1 Implications for Teachers
        5.2.2 Implications for Students
    5.3 Limitations of the Research
    5.4 Suggestions for Further Research
Bibliography
Appendices
    Appendix 1:Questionnaire on Primary School Students'Attitudes towards English Discourse Learning(Pre-test)
    Appendix 2:Questionnaire on Primary School Students'Attitudes towards English Discourse Learning(Post-test)
    Appendix 3:Statistics of Test Results of Experimental Class and Comparative Class(Pre-test)
    Appendix 4:Statistics of Test Results of Experimental Class and Comparative Class(Post-test)
    Appendix 5:Examination Paper(Pre-test)
    Appendix 6:Examination Paper(Post-test)
    Appendix 7:Teaching Discourse
    Appendix 8:English Composition Scoring Standard in Primary School
Publications During the Postgraduate Programme



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