本文選題：語篇閱讀教學(xué) + 高年級英語教學(xué)��； 參考：《上海師范大學(xué)》2015年碩士論文

【摘要】：2001年《上海市中小學(xué)英語課程標(biāo)準(zhǔn)》的頒布,以“二期課改”的課程理念為指引,明確了中小學(xué)英語課程目標(biāo)和內(nèi)容要求,分級別描述了聽說讀寫四個英語技能的具體要求,使得課程目標(biāo)導(dǎo)向從單一的知識目標(biāo)轉(zhuǎn)向語言知識、語言技能、學(xué)習(xí)策略、情感態(tài)度、文化意識的融合。隨之而來的則是符合“二期課改”的教材呈現(xiàn)多元化,教材內(nèi)容由“句型操練式”轉(zhuǎn)向“語篇情境模式”,從而促使教學(xué)模式由“單詞句型操練”逐漸轉(zhuǎn)變?yōu)椤霸掝}、語境、語用”相結(jié)合的語篇閱讀教學(xué)形式。通過創(chuàng)設(shè)真實語境,在讀前、讀中和讀后環(huán)節(jié)中設(shè)計層層遞進(jìn)的閱讀教學(xué)活動,對學(xué)生在閱讀過程中的心理狀態(tài)、思維方式、閱讀方法分析指導(dǎo)和調(diào)控,利用閱讀策略引領(lǐng)閱讀過程,幫助學(xué)生掌握基本的閱讀技巧,激發(fā)學(xué)生的思維能力,逐步提升語用能力。本文共分五個章節(jié)。第一章緒論介紹了本文的研究背景與意義、概念界定、研究目標(biāo)與內(nèi)容、研究方法與過程。第二章分析了四種閱讀模式對閱讀教學(xué)的重大影響、英語閱讀理論對語言學(xué)習(xí)的釋義及建構(gòu)主義學(xué)習(xí)理論對語篇閱讀教學(xué)的意義。第三章闡述了英語語篇材料選擇的原則和依據(jù),以調(diào)查問卷的方法從學(xué)生和教師兩方面研究閱讀材料與學(xué)生閱讀興趣的關(guān)系。結(jié)合教學(xué)案例研究語篇內(nèi)容再構(gòu)的要求和策略。第四章探究基于單元整體性的閱讀三階段有效教學(xué)模式的實施。讀前(Pre-reading),讀中(While-reading),讀后(Post-reading)的閱讀活動設(shè)計激活學(xué)生的思維能力,指導(dǎo)和訓(xùn)練學(xué)生運用適切的閱讀策略提高閱讀的速度和準(zhǔn)確性,運用案例具體闡述語篇閱讀教學(xué)的過程,并提供促使學(xué)生主動在課后閱讀的有效方法。第五章對語篇閱讀教學(xué)課堂實施后的效果進(jìn)行分析和總結(jié)。
[Abstract]:The promulgation of Shanghai Primary and Middle School English Curriculum Standard in 2001, guided by the curriculum concept of "second stage Curriculum Reform", defines the English curriculum objectives and content requirements of primary and secondary schools, and describes the specific requirements of the four English skills of listening, speaking, reading and writing in different levels. The goal orientation of the curriculum changes from a single knowledge goal to a fusion of language knowledge, language skills, learning strategies, emotional attitudes, and cultural awareness. What follows is that the teaching materials in accordance with the "second class reform" are diversified, and the content of the teaching materials is changed from "sentence pattern practice" to "discourse situation mode", which makes the teaching mode gradually change from "word sentence pattern practice" to "topic, context". The combination of pragmatics and the teaching of text reading. By creating real context, designing the progressive reading teaching activities before reading, reading and reading after reading, it can guide and regulate the students' psychological state, thinking mode and reading method in the process of reading. Using reading strategies to guide the reading process, help students master basic reading skills, stimulate students' thinking ability, and gradually improve their pragmatic competence. This paper is divided into five chapters. The first chapter introduces the research background and significance, the concept definition, the research goal and content, the research method and the process. Chapter two analyzes the great influence of four reading modes on reading teaching, the interpretation of English reading theory to language learning and the significance of constructivism learning theory to discourse reading teaching. Chapter three discusses the principles and basis of the choice of English discourse materials, and studies the relationship between reading materials and students' reading interest from two aspects of students and teachers by means of questionnaire. This paper studies the requirements and strategies of discourse content reconstruction in the light of teaching cases. Chapter four explores the implementation of the three-stage effective teaching model of reading based on unit integrity. The design of reading activities before reading and reading is designed to activate students' thinking ability, to guide and train students to use appropriate reading strategies to improve the speed and accuracy of reading, and to use cases to explain the process of text reading teaching. It also provides effective ways to encourage students to read actively after class. Chapter five analyzes and summarizes the effect of text reading teaching.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.31

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 吉桂鳳;;小學(xué)高年級英語閱讀教學(xué)策略淺探[J];中小學(xué)外語教學(xué)(小學(xué)篇);2009年11期

2 趙春生;范慧玉;;基于語篇的小學(xué)英語詞匯教學(xué)[J];中小學(xué)外語教學(xué)(小學(xué)篇);2009年12期

3 莊曉芬;;小學(xué)高年級語篇整體教學(xué)的策略[J];中小學(xué)外語教學(xué)(小學(xué)篇);2010年05期

4 李星娟;;小學(xué)英語“主題式”語篇教學(xué)的有效策略[J];教育實踐與研究(A);2011年09期

5 朱效惠;隋桂嵐;;英語閱讀理論與模式[J];遼寧工程技術(shù)大學(xué)學(xué)報(社會科學(xué)版);2008年02期

6 錢希潔;;兩種閱讀教學(xué)思路的比較與分析[J];中小學(xué)外語教學(xué)(小學(xué)篇);2008年01期

7 俞紅珍;;談?wù)動⒄Z教材中語篇材料的選擇標(biāo)準(zhǔn)[J];教育探索;2010年05期

8 王菊芬;;語篇教學(xué)是英語閱讀教學(xué)的有效途徑[J];雙語學(xué)習(xí);2007年10期

9 胡雪梅;;小學(xué)高年級英語閱讀教學(xué)問題探析[J];山東師范大學(xué)外國語學(xué)院學(xué)報(基礎(chǔ)英語教育);2011年04期

10 汪佳子;;給學(xué)生一個撬起語篇的支點——“支架式”教學(xué)模式在小學(xué)英語語篇教學(xué)中的運用探究[J];中小學(xué)教學(xué)研究;2012年01期

，

本文編號：1853976