科普文作為說(shuō)明文中的一種特殊文體,以其詞匯量大,專業(yè)性強(qiáng),句法語(yǔ)法復(fù)雜難懂,科學(xué)內(nèi)容與學(xué)生實(shí)際生活聯(lián)系較弱等特點(diǎn)成為學(xué)生最畏懼的閱讀類型。然而科普文在高中英語(yǔ)教材中的閱讀部分占比不小,且每年高考英語(yǔ)閱讀理解部分必有一篇難度較大的科普說(shuō)明文,足見(jiàn)其重要性。遺憾的是,國(guó)內(nèi)針對(duì)科普文閱讀教學(xué)的研究較少,大部分英語(yǔ)教師雖然摒棄了傳統(tǒng)的將教學(xué)重點(diǎn)放在單詞、語(yǔ)法、語(yǔ)言運(yùn)用等基本語(yǔ)言知識(shí)學(xué)習(xí)層面的教學(xué)方法,但對(duì)語(yǔ)篇的認(rèn)識(shí)依然不夠清晰,對(duì)文本的解讀不夠深刻,導(dǎo)致了學(xué)生對(duì)科普文的詞法句法特點(diǎn)、篇章結(jié)構(gòu)和信息結(jié)構(gòu)缺乏認(rèn)識(shí),從而無(wú)法采取科學(xué)的閱讀方法,造成閱讀效果不理想。在2017版《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》中,課程內(nèi)容發(fā)生了較大的變化。課程六要素中增加了主題語(yǔ)境和語(yǔ)篇類型兩個(gè)版塊,可見(jiàn),此次修訂最大的特點(diǎn)就是基于語(yǔ)篇的教學(xué)思想被加入進(jìn)來(lái)。因此,本研究從語(yǔ)篇分析的視角,結(jié)合科普文的特點(diǎn),提出了在高中英語(yǔ)科普文閱讀教學(xué)中運(yùn)用語(yǔ)篇分析的相關(guān)理論來(lái)指導(dǎo)教學(xué)的觀點(diǎn)。文章采用理論分析、問(wèn)卷、舉例等方法,首先介紹了科普文的特點(diǎn),然后對(duì)語(yǔ)篇分析的國(guó)內(nèi)外研究情況作了相關(guān)梳理,接著就閱讀教學(xué)結(jié)合語(yǔ)篇分析解釋了語(yǔ)篇教學(xué)的涵義。通... 

【文章來(lái)源】：四川師范大學(xué)四川省

【文章頁(yè)數(shù)】：126 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Introduction to Popular Science Text
        2.1.1 Definition of Popular Science
        2.1.2 Features of Popular Science Text
    2.2 Text Analysis
        2.2.1 Researches on Text Analysis Abroad
        2.2.2 Researches on Text Analysis at Home
    2.3 Reading
        2.3.1 Reading and Reading Teaching
        2.3.2 Three Reading Models
    2.4 Text Analysis Reading Teaching
Chapter Three Theoretical Base
    3.1 Schema Theory
    3.2 Superstructure and Macrostructure Theory
    3.3 Cohesion Theory
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Methods
        4.3.1 Questionnaire
        4.3.2 Tests
    4.4 Research Procedure
    4.5. Data Analysis
Chapter Five Results and Discussion
    5.1 Problems Found in Questionnaire and Tests
        5.1.1 Lack of Understanding and Interest
        5.1.2 Lack of the Knowledge of Lexicogrammar
        5.1.3 Lack of Text Analysis Reading Strategies
        5.1.4 Lack of Text Analysis Teaching Strategies
    5.2 Causes of the Problems
        5.2.1 Specificity of Popular Science Text
        5.2.2 Orientation of Reading Teaching Objectives
        5.2.3 Schema and Mindset of the Students
    5.3 Suggestions
        5.3.1 Stimulating Reading Motivation for Popular Science
        5.3.2 Drawing Macrostructure and Analyzing Microstructure
        5.3.3 Increasing Classroom Capacity
        5.3.4 A Case of Popular Science Reading Teaching
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Limitation
    6.3 Implication
Bibliography
Appendices
Acknowledgements



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