閱讀素養(yǎng)被認(rèn)為是學(xué)生在早期學(xué)習(xí)過程中獲得的最重要的能力之一。許多國際評估項(xiàng)目都致力于測評和提高兒童閱讀素養(yǎng),其中包括國際學(xué)生評價(jià)項(xiàng)目(簡稱PISA),國際閱讀素養(yǎng)進(jìn)步研究項(xiàng)目(簡稱PIRLS)。與國外閱讀素養(yǎng)研究取得的長足進(jìn)步相比,國內(nèi)學(xué)者和教師雖然也在關(guān)注學(xué)生的英語閱讀素養(yǎng)的發(fā)展,但是其研究的力度、廣度還不夠。本文旨在研究英語繪本對高年級小學(xué)生閱讀素養(yǎng)(閱讀能力、閱讀習(xí)慣和閱讀態(tài)度)的影響。本研究歷時(shí)4個月,以郫筒一小104名5年級小學(xué)生為研究對象。本文以圖式理論、克拉申的輸入假設(shè)和皮亞杰的認(rèn)知理論為理論支撐。本文擬回答以下三個問題:1、影響小學(xué)高年級學(xué)生閱讀素養(yǎng)的主要因素是什么?2、英語繪本能培養(yǎng)小學(xué)高年級學(xué)生的閱讀素養(yǎng)嗎?3、哪些方法可以幫助老師運(yùn)用英語繪本來幫助學(xué)生提高閱讀素養(yǎng)?通過問卷調(diào)查、閱讀測試、課堂觀察、錄像等分析和討論,得出以下結(jié)論:首先,影響小學(xué)高年級學(xué)生的閱讀素養(yǎng)的主要因素有四個。(1)不足的閱讀時(shí)間導(dǎo)致學(xué)生只能閱讀少量的英語讀物,基本無法滿足他們的閱讀興趣。長此以往,孩子們很難養(yǎng)成好的閱讀習(xí)慣。(2)大部分閱讀材料缺乏趣味性或遠(yuǎn)離孩子們的現(xiàn)實(shí)生活,導(dǎo)致孩子們對英... 

【文章來源】：四川師范大學(xué)四川省

【文章頁數(shù)】：106 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
ABSTRACT
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 Research
Chapter Two Literature Review
    2.1 Picture Books
        2.1.1 The Definition of Picture Books
        2.1.2 The Characteristics of Picture Books
    2.2 Reading Literacy
        2.2.1 The Definition of Reading Literacy
        2.2.2 The Development Stages of Reading Literacy
    2.3 Related Studies at home and abroad
        2.3.1 Foreign Studies
        2.3.2 Domestic Studies
    2.4 Theoretical Basis
        2.4.1 Schema Theory
        2.4.2 Krashen's Input Hypothesis
        2.4.3 Piaget's Cognitive Development Theory
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Instruments
        3.3.1 Questionnaires
        3.3.2 Reading Comprehension Tests
        3.3.3 Classroom Observation and Video-recording
        3.3.4 Reading Materials
    3.4 Research Procedures
Chapter Four Results and Discussion
    4.1 Major Factors Impact the Present Situation of Pupils’ Reading Literacy
    4.2 The Improvement of Pupils' Reading Literacy by English Picture Books
        4.2.1 The Effect of Picture Books on Pupils Reading Habits and Attitude
        4.2.2 The Effect of Picture Books on Pupil’s Reading Ability
    4.3 Teaching Strategies of English Picture Books
        4.3.1 Picture Tour Approach
        4.3.2 Picture Walk Approach
        4.3.3 Story Map Approach
        4.3.4 Jigsaw Reading Approach
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
        5.2.1 Selection Criteria for English Picture Books
        5.2.2 The Basic Teaching Pattern through English Picture Books Reading
    5.3 Limitations and Suggestions for Further Study
Bibliography
Appendixes
Acknowledgements



本文編號：2904265