英語閱讀是學(xué)習(xí)者必須掌握的一項基本技能，因此閱讀教學(xué)在英語教學(xué)中發(fā)揮重要的作用，相應(yīng)地，閱讀教學(xué)方法就非常的重要。傳統(tǒng)的閱讀教學(xué)主要以詞匯，語法和文章的結(jié)構(gòu)為中心，教師的職責(zé)主要是講解詞義，句子結(jié)構(gòu)和相應(yīng)的語法，學(xué)生只需要被動地接受或機(jī)械式地記住教師所傳授的知識，傳統(tǒng)的閱讀教學(xué)方法存在很多問題。在這篇論文中，筆者試圖從認(rèn)知理論視角研究專業(yè)英語閱讀教學(xué)方法，并試圖論述此方法的可行性和必要性。筆者首先介紹了認(rèn)知理論和相關(guān)的閱讀知識，然后分析了影響閱讀和閱讀教學(xué)的因素，并發(fā)現(xiàn)認(rèn)知因素是影響閱讀效果的主要因素。因此，我們有必要把這種方法運(yùn)用到閱讀教學(xué)中。認(rèn)知閱讀教學(xué)法以學(xué)生為中心，以提高學(xué)生的閱讀技能為目的。此方法要求教師根據(jù)學(xué)生的認(rèn)知能力和情感因素設(shè)計教學(xué)活動和選擇閱讀材料，在閱讀課上要指導(dǎo)學(xué)生如何運(yùn)用閱讀策略。 本研究以沈陽師范大學(xué)24名英語專業(yè)的學(xué)生為研究對象，本研究采用的方法包括課堂觀察法、問卷法和訪談法。研究發(fā)現(xiàn)認(rèn)知閱讀教學(xué)法有助于提高學(xué)生的閱讀效率和閱讀技能。

【文章頁數(shù)】：85 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Background of the Present Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
    2.1 Cognitive Theory
        2.1.1 Definition of Cognition
        2.1.2 Piaget’s Theory of Cognitive Development
        2.1.3 Carroll’s Cognitive Approach
        2.1.4 Cognitive Factors Related with School Learning
    2.2 Reading and Reading Teaching
        2.2.1 Definition of Reading
        2.2.2 Factors Affecting Reading
        2.2.3 Popular Reading Models
        2.2.4 Key Factors in Reading Teaching
        2.2.5 Current State of Reading Teaching
    2.3 Reading from the Cognitive Perspective
        2.3.1 Cognitive Theory of Reading
        2.3.2 Cognitive Teaching Methodology of Reading
            2.3.2.1 The Rationale
            2.3.2.2 The Advantages and Disadvantages
            2.3.2.3 The Teaching Procedures
Chapter 3 The Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Classroom Observation
        3.3.2 Questionnaire
        3.3.3 Interview
    3.4 Data Collection and Analysis
Chapter 4 Results and Discussion
    4.1 Results
        4.1.1 The Results of the Classroom Observation
        4.1.2 The Results of the Questionnaire
        4.1.3 The Results of the Interview
    4.2 Discussion
        4.2.1 Cognitive Factors Related with Reading Teaching
        4.2.2 The Characteristics of the Cognitive Teaching Methods of Reading
        4.2.3 The Effect of the Cognitive Teaching Methods of Reading
        4.2.4 The Ways to Solve the Current Problems
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Further Study
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E



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