從PIRLS項目看繪本對小學生英語閱讀素養(yǎng)的作用
發(fā)布時間：2018-12-28 15:20
【摘要】：國際閱讀能力發(fā)展研究(簡稱PIRLS)自2001年起開展了對各國四年級學生閱讀素養(yǎng)(閱讀能力,閱讀態(tài)度和習慣)的評估。本文通過英語繪本閱讀教學以及課外英語繪本閱讀,探討了從PIRLS看繪本對小學生英語閱讀素養(yǎng)的作用:它是否適用于以英語為外語的小學生;能否提高學生閱讀理解能力;能否培養(yǎng)學生對課外英語閱讀的喜愛和良好的閱讀習慣。本研究主要采用文獻分析,問卷調查,實驗研究等方法,教學實驗持續(xù)了兩個月。筆者選取了大學同學所任教的潞城小學的105名學生為研究對象,并以班級為單位分為實驗班和對照班。在研究過程中,作者在實驗班進行繪本閱讀教學,控制班進行基于繪本故事的純文本教學。同時,在課外閱讀中給實驗班提供網(wǎng)絡繪本閱讀資源。筆者根據(jù)具體的研究問題進行教學實驗后,通過前期和后期的測試,實驗前和實驗后的學生問卷等形式收集數(shù)據(jù),并運用SPSS16.0數(shù)據(jù)統(tǒng)計軟件和Excel圖表對數(shù)據(jù)進行了分析,得到以下結論:1.為母語是英語的學生編寫的繪本同樣適用于我國小學的英語閱讀教學。在閱讀過程中,繪本可以幫助學生提高閱讀理解力,有效理解和記憶單詞,但研究發(fā)現(xiàn)不同英語能力的學生,其閱讀能力的提高也存在差異。2.在課外閱讀中為學生提供貼近學生生活的英語繪本有利于提高學生的閱讀量,培養(yǎng)學生積極的閱讀態(tài)度和主動閱讀的習慣。作者根據(jù)實驗結論提出了相應的教學建議,建議如下:1.選擇適合小學生的英語繪本要考慮繪本的主題和情節(jié)、語言、插圖和配套資源等因素,同時要與教學目標,學生的語言水平、認知特點相符合。2.根據(jù)閱讀教學的三段式教學法,以英語繪本為閱讀材料,在閱讀前,閱讀中,閱讀后,根據(jù)故事內容設計不同活動以幫助學生理解故事,培養(yǎng)相關閱讀技能。3.根據(jù)多元智能理論,在準備期,核心智能期,內在智能期和外延智能期模式中,繪本閱讀教學設計相應的活動,培養(yǎng)學生的多元智能。
[Abstract]:Since 2001, the International study on Reading ability Development (PIRLS) has evaluated the reading literacy (reading ability, reading attitude and habit) of the fourth graders in various countries. Through the teaching of English picture book reading and the reading of English picture book after class, this paper discusses the effect of reading picture book from PIRLS on the reading literacy of primary school students: whether it is suitable for the pupils who use English as a foreign language, whether it can improve the students' reading comprehension ability, and whether it can improve the students' reading comprehension ability. Can we cultivate students' love of reading after class and good reading habits? This research mainly uses the literature analysis, the questionnaire survey, the experimental research and so on, the teaching experiment has lasted two months. The author selected 105 students from Lucheng Primary School, where the college students were teaching, and divided them into experimental class and control class. In the course of the research, the author carries on the picture book reading teaching in the experimental class and the pure text teaching based on the picture book story in the control class. At the same time, in the extracurricular reading to the experimental class to provide online picture book reading resources. The author carries on the teaching experiment according to the concrete research question, collects the data through the early and late stage test, the pre-experiment and post-experiment student questionnaire, and analyzes the data by using the SPSS16.0 data statistic software and the Excel chart. The conclusions are as follows: 1. Picture books for native English learners are also applicable to English reading teaching in primary schools. In the process of reading, picture books can help students improve their reading comprehension, understand and memorize words effectively. However, the study found that there are differences in the improvement of reading ability among students with different English abilities. To provide English picture books close to students' life in extracurricular reading is helpful to improve students' reading quantity and cultivate students' positive reading attitude and habit of active reading. According to the experimental conclusions, the author puts forward the corresponding teaching suggestions, which are as follows: 1. The choice of English picture book for primary school students should take into account the theme and plot, language, illustrations and supporting resources of picture book. At the same time, it should be consistent with the teaching goal, students' language level and cognitive characteristics. 2. According to the three-paragraph teaching method of reading teaching, the English picture book is used as reading material. Before, during and after reading, different activities are designed according to the content of the story to help students understand the story and train the relevant reading skills. 3. According to the theory of multiple intelligences, in the preparation period, the core intelligence period, the internal intelligence period and the extension intelligence period mode, the picture book reading teaching design corresponding activity, trains the student multiple intelligences.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.31
[Abstract]:Since 2001, the International study on Reading ability Development (PIRLS) has evaluated the reading literacy (reading ability, reading attitude and habit) of the fourth graders in various countries. Through the teaching of English picture book reading and the reading of English picture book after class, this paper discusses the effect of reading picture book from PIRLS on the reading literacy of primary school students: whether it is suitable for the pupils who use English as a foreign language, whether it can improve the students' reading comprehension ability, and whether it can improve the students' reading comprehension ability. Can we cultivate students' love of reading after class and good reading habits? This research mainly uses the literature analysis, the questionnaire survey, the experimental research and so on, the teaching experiment has lasted two months. The author selected 105 students from Lucheng Primary School, where the college students were teaching, and divided them into experimental class and control class. In the course of the research, the author carries on the picture book reading teaching in the experimental class and the pure text teaching based on the picture book story in the control class. At the same time, in the extracurricular reading to the experimental class to provide online picture book reading resources. The author carries on the teaching experiment according to the concrete research question, collects the data through the early and late stage test, the pre-experiment and post-experiment student questionnaire, and analyzes the data by using the SPSS16.0 data statistic software and the Excel chart. The conclusions are as follows: 1. Picture books for native English learners are also applicable to English reading teaching in primary schools. In the process of reading, picture books can help students improve their reading comprehension, understand and memorize words effectively. However, the study found that there are differences in the improvement of reading ability among students with different English abilities. To provide English picture books close to students' life in extracurricular reading is helpful to improve students' reading quantity and cultivate students' positive reading attitude and habit of active reading. According to the experimental conclusions, the author puts forward the corresponding teaching suggestions, which are as follows: 1. The choice of English picture book for primary school students should take into account the theme and plot, language, illustrations and supporting resources of picture book. At the same time, it should be consistent with the teaching goal, students' language level and cognitive characteristics. 2. According to the three-paragraph teaching method of reading teaching, the English picture book is used as reading material. Before, during and after reading, different activities are designed according to the content of the story to help students understand the story and train the relevant reading skills. 3. According to the theory of multiple intelligences, in the preparation period, the core intelligence period, the internal intelligence period and the extension intelligence period mode, the picture book reading teaching design corresponding activity, trains the student multiple intelligences.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G623.31
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本文編號：2394120
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