閱讀在學生的外語學習中扮演著重要角色,閱讀素養(yǎng)的培養(yǎng)對學生綜合語言能力的發(fā)展具有重要意義。國內(nèi)外的閱讀素養(yǎng)評價體系十分重視學生的閱讀品格以及其兩大構(gòu)成要素,閱讀習慣和閱讀體驗的培養(yǎng)。然而在現(xiàn)實的閱讀教學中,我們發(fā)現(xiàn)初中生的閱讀品格存在閱讀習慣不良,課外閱讀量不充足等突出問題。如何通過改進閱讀教學來提升學生的閱讀品格,改善學生的閱讀習慣和閱讀體驗成為我國英語教學的重要需求之一。文學圈教學模式以學生為中心,將自主閱讀和合作學習結(jié)合于課外閱讀活動中,對于改善學生的閱讀習慣,培養(yǎng)良好的閱讀品格具有重要作用。本文對與文學圈教學模式相關的合作學習理論和讀者反應理論進行了回顧和整理,并對文學圈教學模式和閱讀品格等關鍵概念進行了界定。在搜索和參考了國內(nèi)外通過文學圈開展閱讀教學的應用性研究的基礎上,作者開展了通過文學圈閱讀教學提升初中生英語閱讀品格的實證研究,旨在解決以下研究問題:1)當前初中生的英語閱讀品格呈現(xiàn)怎樣的特征?具體來說,學生有怎樣的課外英語閱讀習慣和閱讀體驗?2)文學圈教學模式對初中生的英語閱讀品格有何影響?對哪些方面影響最為顯著?3)文學圈教學模式能否提高初中生的英語閱讀水平?本研究主要... 

【文章來源】：杭州師范大學浙江省

【文章頁數(shù)】：124 頁

【學位級別】：碩士

【文章目錄】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 Research Background
    1.2 Significance of the Research
        1.2.1 Theoretical Significance
        1.2.2 Practical Significance
    1.3 Research Purpose
    1.4 Layout of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Important Concepts
        2.1.1 Literature Circles Teaching Model
        2.1.2 Reading Character
    2.2 Theoretical Basis of Literature Circles Teaching Model
        2.2.1 Cooperative Learning Theory
        2.2.2 Reader Response Theory
    2.3 Previous Researches on Literature Circles Teaching Model and ReadingCharacter Abroad and at Home
        2.3.1 Implementation of Literature Circles Teaching Model
        2.3.2 Effects of Literature Circles Teaching Model on Reading Character
        2.3.3 Effects of Literature Circles Teaching Model on Reading Proficiency
    2.4 Implications for This Study
CHAPTER THREE RESEARCH METHODOLOGY
    3.1 Research Questions and Research Design
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Reading Test
        3.3.3 Interview
    3.4 Research Procedures
        3.4.1 Pre-experiment Stage
        3.4.2 While-experiment Stage
        3.4.3 Post-experiment Stage
CHAPTER FOUR DATA ANALYSIS
    4.1 Characteristics of Students’Reading Character in Junior High School
        4.1.1 Students’Overall Reading Character Level
        4.1.2 Current Status of Students’Reading Habit
        4.1.3 Current Status of Students’Reading Experience
        4.1.4 Summary of Characteristics of Students’Reading Character
    4.2 Effects of Literature Circles Teaching Model on Reading Character
        4.2.1 Comparison of Reading Character before the Experiment
        4.2.2 Comparison of Reading Character after the Experiment
        4.2.3 Comparison of Specific Aspects of Reading Character
        4.2.4 Results and Analysis of Data from Post Experiment Interview
        4.2.5 Summary of Effects on Students’Reading Character
    4.3 Effects of Literature Circles Teaching Model on Reading Proficiency
        4.3.1 Results and Analysis of Data from Pre-test on Reading Performance
        4.3.2 Results and Analysis of Data from Post-test on Reading Performance
        4.3.3 Summary of Effects on Students’Reading Proficiency
CHAPTER FIVE CONCLUSION
    5.1 Research Findings
    5.2 Implications for Reading Teaching
        5.2.1 Effectiveness and Feasibility of Literature Circles Teaching Model
        5.2.2 Attaching Equal Importance to Reading Habit and Reading Experience
        5.2.3 Increasing and Adapting Training on Reading Behaviour and ReadingStrategies
        5.2.4 Combining Extracurricular Cooperative Reading and AutonomousReading
        5.2.5 Promoting Meaningful Peer Discussion and Diverse ProductiveActivities
        5.2.6 Flexibly Adjusting Reading Roles and Creatively Designing Role Tasks
    5.3 Limitations of the Study
REFERENCES
中文參考文獻
APPENDIXES
    AppendixⅠ:Reading Character Questionnaire
    AppendixⅡ:Pre-test Paper on Reading
    AppendixⅢ:Post-test Paper on Reading
    AppendixⅣ:Post-experiment Interview Outline
    AppendixⅤ.Role Sheets in Literature Circles
    AppendixⅥ.Teaching Samples
    AppendixⅦ Assessment Sheets
    AppendixⅧ.Scores of the Two Tests#25
ACKNOWLEDGEMENT


【參考文獻】：
期刊論文
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碩士論文
[1]基于“文學圈”提高高中英語閱讀能力的研究[D]. 李朝霞.四川師范大學 2017
[2]高中生英語課外閱讀習慣培養(yǎng)與策略的研究[D]. 王玨.華東師范大學 2010
[3]文學圈教學法初探[D]. 姚家銳.浙江師范大學 2009



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