本文選題：非連續(xù)性文本　切入點：文本復(fù)雜度　出處：《河北大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：非連續(xù)性文本以越來越高的頻率出現(xiàn)在我們的日常生活中,學(xué)生接受教育的目的是學(xué)會生活,所以掌握非連續(xù)性文本的閱讀越來越成為學(xué)生不可或缺的一種技能,然而已有研究表明學(xué)生的非連續(xù)性文本閱讀能力并不是很理想,有待提高,這也是目前教師教學(xué)過程中亟待解決的問題。那么教師如何采取有效的教學(xué)策略來訓(xùn)練學(xué)生的非連續(xù)性文本閱讀技能,進(jìn)而幫助其提高非連續(xù)性文本閱讀能力呢?在閱讀過程中提供適當(dāng)?shù)闹笇?dǎo)是否會給閱讀帶來些許影響呢?目前國內(nèi)關(guān)于非連續(xù)性文本的實證研究比較少,涉及到閱讀當(dāng)然不能忽略連續(xù)性文本的存在,那么,網(wǎng)絡(luò)環(huán)境下閱讀指導(dǎo)會對不同形式的文本閱讀產(chǎn)生什么影響呢?非連續(xù)性文本的復(fù)雜程度是否也會對閱讀產(chǎn)生影響呢?本研究欲通過兩個實驗來探討非連續(xù)性文本復(fù)雜度和閱讀指導(dǎo)對閱讀效果的影響。實驗一中主要探討網(wǎng)絡(luò)環(huán)境下,在有閱讀指導(dǎo)和無閱讀指導(dǎo)的兩種閱讀條件下,連續(xù)性文本和非連續(xù)性文本兩種文本形式之間的閱讀效果差異。實驗二中主要探討網(wǎng)絡(luò)環(huán)境下,在不同形式的閱讀指導(dǎo)作用下,復(fù)雜度不同的非連續(xù)性文本的閱讀效果差異。得出的基本結(jié)論有:(1)網(wǎng)絡(luò)閱讀環(huán)境下,非連續(xù)性文本更易于讀者進(jìn)行分析比較,其閱讀效果優(yōu)于連續(xù)性文本。(2)閱讀指導(dǎo)會促進(jìn)閱讀過程的進(jìn)行,提高閱讀效果,與文本形式無關(guān)。(3)不同的非連續(xù)性文本復(fù)雜度確實會在很大程度上影響非連續(xù)性文本閱讀效果,復(fù)雜度低的非連續(xù)性文本閱讀效果要明顯優(yōu)于復(fù)雜度高的非連續(xù)性文本。(4)閱讀指導(dǎo)對非連續(xù)性文本閱讀的積極促進(jìn)作用與指導(dǎo)形式無關(guān),只要有閱讀指導(dǎo)就比沒有效果好。
[Abstract]:Discontinuous texts appear in our daily life more and more frequently. The purpose of students' education is to learn to live, so mastering the reading of discontinuous texts is becoming an indispensable skill for students. However, previous studies have shown that students' reading ability of discontinuous texts is not ideal and needs to be improved. So how can teachers adopt effective teaching strategies to train students' reading skills of discontinuous text and then help them to improve their reading ability of discontinuous text? Will providing proper guidance in the reading process have a slight impact on reading? At present, there are few empirical studies on discontinuous text in China, and the existence of continuous text can not be ignored when it comes to reading. So, what influence will reading instruction have on different forms of text reading under the network environment? Does the complexity of discontinuous texts also have an impact on reading? This study aims to explore the influence of discontinuous text complexity and reading instruction on reading performance through two experiments. The effect of reading between continuous text and discontinuous text is different. The reading effect of discontinuous text with different complexity is different. The basic conclusion is: 1) in the network reading environment, discontinuous text is easier for readers to analyze and compare. Its reading effect is better than that of continuous text. (2) the reading instruction can promote the reading process and improve the reading effect. The different complexity of discontinuous text can affect the reading effect of discontinuous text to a great extent. The reading effect of discontinuous text with low complexity is obviously better than that of discontinuous text with high complexity.) the positive promoting effect of reading instruction on discontinuous text reading is independent of the form of instruction, so long as there is reading instruction, the effect is better than that without reading instruction.
【學(xué)位授予單位】：河北大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G434

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本文編號：1650577