本文選題：英語(yǔ)繪本 + 行動(dòng)研究��； 參考：《長(zhǎng)江大學(xué)》2017年碩士論文

【摘要】：繪本中的圖畫生動(dòng)形象,具有和語(yǔ)言敘述同樣的功能,承擔(dān)著敘事抒情、表情達(dá)意的任務(wù)。與純文字閱讀相比,繪本閱讀更具有直觀性與形象性,符合小學(xué)生認(rèn)知能力和心理特點(diǎn),能潛移默化地激發(fā)小學(xué)生閱讀興趣,對(duì)其思維、語(yǔ)言的發(fā)展、閱讀能力的提高有很大的作用。許多國(guó)家如美國(guó)、韓國(guó)和一些發(fā)達(dá)地區(qū)如廣東、北京等都意識(shí)到了繪本的重要性,在學(xué)校和家庭都開(kāi)展了大量的繪本閱讀活動(dòng)。不過(guò),在三、四線中小城市,針對(duì)中小學(xué)生的英語(yǔ)繪本閱讀活動(dòng)并不多見(jiàn)。本研究通過(guò)英語(yǔ)繪本閱讀的行動(dòng)研究,旨在探索以快樂(lè)閱讀為目的的英語(yǔ)繪本閱讀在中小城市的普通學(xué)校開(kāi)展的方式及效果。研究所用英文繪本包括紙質(zhì)繪本和電子繪本,電子繪本又分為PDF文檔和視頻格式的繪本。本次實(shí)驗(yàn)對(duì)象為湖北省荊州市C小學(xué)六年級(jí)某班的48名學(xué)生。通過(guò)課堂觀察和問(wèn)卷調(diào)查,發(fā)現(xiàn)他們對(duì)英語(yǔ)有興趣,但缺乏閱讀材料而且口頭表達(dá)能力差。為此,在該班實(shí)行了為期四個(gè)月的英語(yǔ)繪本閱讀行動(dòng)研究,以期通過(guò)繪本閱讀活動(dòng)提高學(xué)生對(duì)英語(yǔ)閱讀的興趣和信心。本研究試圖回答以下三個(gè)問(wèn)題:1)小學(xué)生對(duì)什么類型的英語(yǔ)繪本感興趣?2)如何組織英語(yǔ)繪本閱讀活動(dòng)?3)英語(yǔ)繪本閱讀對(duì)小學(xué)生英語(yǔ)學(xué)習(xí),尤其附帶習(xí)得和學(xué)生敘事能力的提升是否有效?本研究主要采用定性研究。定性研究的材料主要來(lái)自訪談、老師(研究者)日記、學(xué)生復(fù)述故事的轉(zhuǎn)錄文字以及學(xué)生各類產(chǎn)出活動(dòng)、問(wèn)卷及測(cè)試等。通過(guò)行動(dòng)研究的描述和典型案例的展示揭示了學(xué)生喜歡的英語(yǔ)繪本類型以及繪本歡樂(lè)閱讀活動(dòng)的形式。通過(guò)故事講述活動(dòng)主要考察了學(xué)生的敘事能力。另外,在實(shí)施繪本閱讀行動(dòng)研究的過(guò)程中,根據(jù)發(fā)現(xiàn)的問(wèn)題及時(shí)地調(diào)整了繪本閱讀活動(dòng)。比如,發(fā)現(xiàn)學(xué)生的產(chǎn)出有所欠缺時(shí),對(duì)繪本材料的選擇和活動(dòng)方式均做出了相應(yīng)調(diào)整。問(wèn)卷調(diào)查分兩次,第一次問(wèn)卷旨在發(fā)現(xiàn)學(xué)生問(wèn)題,第二次問(wèn)卷旨在了解學(xué)生在英語(yǔ)繪本閱讀活動(dòng)后對(duì)效果的自我評(píng)價(jià)。最后通過(guò)詞匯測(cè)試,考察學(xué)生對(duì)于詞匯和高重復(fù)性句型的附帶習(xí)得。研究結(jié)果表明,學(xué)生對(duì)與他們的日常生活密切相關(guān)的繪本和童話故事繪本感興趣。而且,豐富多樣的小組活動(dòng)是組織繪本閱讀活動(dòng)的有效方式。比如:本研究所采用的組內(nèi)游戲、組內(nèi)分享等。在行動(dòng)研究中通過(guò)對(duì)口語(yǔ)活動(dòng)的分析表明繪本閱讀活動(dòng)有助于提高學(xué)生對(duì)英語(yǔ)的興趣和信心;有助于學(xué)生敘事能力的提升,包括敘事結(jié)構(gòu)、敘事順序、敘事觀點(diǎn)三個(gè)維度;同時(shí)有助于詞匯以及重復(fù)性高的句子的附帶學(xué)習(xí)能力。本文所采用的風(fēng)富多樣的小組活動(dòng)對(duì)以后的繪本閱讀活動(dòng)起到一定的啟發(fā)作用,同時(shí)向大家證明英語(yǔ)繪本閱讀活動(dòng)是可以在三、四線城市開(kāi)展的。希望英語(yǔ)繪本閱讀能在更多的學(xué)校得以推廣。
[Abstract]:The vivid picture in the picture book has the same function as language narration, and undertakes the task of narrative lyricism and expressive expression.Compared with pure text reading, picture book reading is more intuitive and visual, in accordance with the cognitive ability and psychological characteristics of primary school students, it can stimulate the reading interest of primary school students, thinking and language development.The improvement of reading ability has a great effect.Many countries, such as the United States, South Korea and some developed regions such as Guangdong, Beijing and so on have realized the importance of picture books, and launched a large number of picture reading activities in schools and families.However, reading English picture books for primary and secondary school students is rare in third and fourth-tier cities.The purpose of this study is to explore the ways and effects of English picture book reading in ordinary schools in middle and small cities through the study of English picture book reading.The English picture book includes paper picture book and electronic picture book. The electronic picture book is divided into PDF document and video format picture book.The subjects of this experiment were 48 students in a sixth grade class of C Primary School in Jingzhou City, Hubei Province.Through classroom observation and questionnaire survey, they were found to be interested in English, but lack of reading materials and poor oral expression.In order to improve students' interest and confidence in English reading, a four-month study on reading English picture books was carried out in this class.This study attempts to answer the following three questions: (1) what types of English picture books are of interest to primary school students? (2) how to organize the reading activities of English picture books?Especially, is incidental acquisition and the improvement of students' narrative ability effective?This study mainly adopts qualitative research.The qualitative research materials are mainly from interviews, teachers' diaries, transcripts of students retelling stories, and students' output activities, questionnaires and tests.Through the description of action research and the presentation of typical cases, this paper reveals the types of English picture books students like and the forms of picture book reading activities.The narrative ability of students is mainly investigated through story telling activities.In addition, the reading activity of picture book is adjusted timely according to the problems found in the course of the study of picture book reading action.For example, when the student's output is found to be deficient, the choice of picture material and the mode of activity are adjusted accordingly.The first questionnaire was designed to find out the students' problems, and the second was to find out the students' self-evaluation of the effects after reading English picture books.Finally, the incidental acquisition of vocabulary and highly repetitive sentence patterns was investigated by lexical tests.The results show that students are interested in picture books and picture books of fairy tales that are closely related to their daily lives.Moreover, rich and diverse group activities are an effective way to organize picture book reading activities.For example: this research uses the group game, the group sharing and so on.Through the analysis of oral English activities in action research, it is shown that picture book reading activities can help to improve students' interest and confidence in English, improve students' narrative ability, including three dimensions: narrative structure, narrative sequence and narrative viewpoint.It also contributes to the incidental learning of vocabulary and repetitive sentences.The various group activities adopted in this paper can enlighten the reading activities of picture books in the future and prove that the reading activities of English picture books can be carried out in the third and fourth tier cities.It is hoped that English picture book reading can be popularized in more schools.
【學(xué)位授予單位】：長(zhǎng)江大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.31

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本文編號(hào)：1766717