圖式理論認為閱讀是讀者與文本交互的過程,是讀者基于圖式（語言圖式、內(nèi)容圖式和形式圖式）作出預(yù)測、進行檢驗、證實、修正或否定預(yù)測的反復(fù)過程。然而,大量數(shù)據(jù)證明,在實際英語閱讀教學(xué)中,預(yù)測策略并未受到教師與學(xué)生的足夠重視,學(xué)生缺乏預(yù)測的意識與技能,不懂得借助標題、圖表、中心句、銜接詞、體裁、背景知識等線索對文章主題和結(jié)構(gòu)等進行預(yù)測。本實驗研究擬通過預(yù)測策略訓(xùn)練以檢驗預(yù)測策略是否能提高學(xué)生的英語閱讀理解水平以及預(yù)測策略訓(xùn)練是如何促進學(xué)生對策略的使用。研究的對象來自東莞一初中七年級的120名學(xué)生,實驗組和控制組各60人。實驗周期為18周。研究工具包括問卷和閱讀測試。實驗前,對所有的研究對象進行前測以檢測兩個組學(xué)生是否處于同一閱讀水平。同時,使用問卷對學(xué)生的閱讀策略的使用情況進行調(diào)查。在實驗過程中,實驗組在圖式理論和閱讀模式的指導(dǎo)下,采用預(yù)測策略訓(xùn)練,而在控制組采用傳統(tǒng)的教學(xué)方式。策略訓(xùn)練之后,對研究對象進行后測和問卷調(diào)查。筆者采用定量分析和定性分析相結(jié)合的方法,對測驗和問卷調(diào)查進行分析和比較。實驗數(shù)據(jù)結(jié)果顯示,經(jīng)過一學(xué)期的策略訓(xùn)練,實驗組和控制組學(xué)生在閱讀成績和預(yù)測能力均出現(xiàn)了顯著差異。結(jié)果證... 

【文章來源】：廣州大學(xué)廣東省

【文章頁數(shù)】：99 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Significance
    1.3 Research Objectives
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Relevant Concepts
        2.1.1 Definitions of Prediction
        2.1.2 Definitions of Reading Proficiency
    2.2 Previous Research on Predicting Strategy
        2.2.1 Relationship between Predicting Strategy and Reading Proficiency
        2.2.2 Predicting Strategy Training in Language Teaching
        2.2.3 Application of the Predicting Strategy to Reading
    2.3 Summary
        2.3.1 Implications from Previous Researches
        2.3.2 Gap in Previous Researches
Chapter Three Guiding Theory and Models
    3.1 Schema Theory
        3.1.1 Definitions and Development of Schema Theory
        3.1.2 The Classification of Schema
    3.2 Models of Reading Comprehension
        3.2.1 Bottom-up Model
        3.2.2 Top-down Model
        3.2.3 Interactive Model
    3.3 Application of Schema Theory and Reading Models to the Study
        3.3.1 Predicting Strategy Training Based on Schema Theory
        3.3.2 Predicting Strategy Training Based on Reading Models
Chapter Four Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Variables
    4.4 Instruments
        4.4.1 Questionnaires
        4.4.2 Pre-test and Post-test of Reading
    4.5 Research Procedures
        4.5.1 Preliminary Investigation and Evaluation
        4.5.2 Treatment in Experimental Group
        4.5.3 Reading Instruction in Control Class
        4.5.4 Sample Teaching with Reading Predicting Training in Experimental Class
        4.5.5 Post-experiment Investigation and Evaluation
    4.6 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 Results
        5.1.1 Results of the Questionnaires
        5.1.2 Results of the Tests
    5.2 Discussion
        5.2.1 Discussion on the Indicators for Question One
        5.2.2 Discussion on the Indicators for Question Two
Chapter Six Conclusion
    6.1 Major Findings of the Study
    6.2 Pedagogical Implications
        6.2.1 The necessity of applying predicting strategy to English reading
        6.2.2 Well-designed predicting strategy training in reading
        6.2.3 Evaluation on students’ use of reading strategies
    6.3 Limitations of the Study
    6.4 Suggestions for Further Research
References
Appendixes


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