英語課程標(biāo)準(zhǔn)（2011版）規(guī)定初中生在畢業(yè)前要達(dá)到英語閱讀能力中的五級(jí)目標(biāo)。在新疆中考英語試卷中,英語閱讀理解的分值占總成績的近三分之一。由此可見,對(duì)于初中生而言,閱讀在英語學(xué)習(xí)的四項(xiàng)基本技能中占有重要地位。然而,現(xiàn)階段的初中英語閱讀教學(xué)更多關(guān)注逐字逐句的翻譯和語法的講解,而較少側(cè)重對(duì)學(xué)生在文章整體理解和感知方面的培養(yǎng),因此導(dǎo)致學(xué)生對(duì)英語閱讀學(xué)習(xí)的興趣逐漸減弱,缺乏閱讀自信心和自主性,影響其閱讀成績。窄式閱讀能夠通過閱讀同一主題,同一體裁或同一位作家的多部作品,來提高學(xué)習(xí)者的閱讀水平,激發(fā)其閱讀興趣。本研究以輸入理論和圖式理論為基礎(chǔ),采用實(shí)驗(yàn)法﹑問卷調(diào)查法和訪談法將窄式閱讀應(yīng)用于初中英語閱讀教學(xué)中。本研究旨在通過對(duì)比實(shí)驗(yàn)主要回答以下兩個(gè)研究問題:1.窄式閱讀能否提高初中生的英語閱讀理解成績?2.窄式閱讀能否對(duì)初中生的英語閱讀態(tài)度產(chǎn)生積極影響?本研究選取伊寧市第23中學(xué)九年級(jí)的兩個(gè)班為研究對(duì)象,分別作為實(shí)驗(yàn)班和控制班,每個(gè)班分別49人。實(shí)驗(yàn)前,用2016年新疆中考英語閱讀測(cè)試卷對(duì)學(xué)生進(jìn)行前測(cè),以確保兩個(gè)班級(jí)的英語閱讀成績無顯著性差異。在教學(xué)實(shí)驗(yàn)中,兩個(gè)班的98名學(xué)生由同一位英語教師進(jìn)行授... 

【文章來源】：伊犁師范大學(xué)新疆維吾爾自治區(qū)

【文章頁數(shù)】：98 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
1. Introduction
    1.1 Research Background
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Layout of the Thesis
2. Literature Review
    2.1 Narrow Reading
        2.1.1 Definition of Narrow Reading
        2.1.2 Functions of Narrow Reading
        2.1.3 Narrow Reading Teaching Mode
    2.2 English Reading
        2.2.1 Definition of English Reading
        2.2.2 Process of Reading Comprehension
        2.2.3 Levels of Reading Comprehension
        2.2.4 Models of English Reading Teaching
    2.3 Theoretical Basis
        2.3.1 Input Hypothesis
        2.3.2 Schema Theory
    2.4 Previous Research on Narrow Reading Abroad and at Home
        2.4.1 Previous Research on Narrow Reading Abroad
        2.4.2 Previous Research on Narrow Reading at Home
3. Research Methodology
    3.1 Research Aims
    3.2 Research Questions
    3.3 Research Participants
    3.4 Research Instruments
        3.4.1 Reading Testing Papers
        3.4.2 Questionnaires
        3.4.3 Interview
    3.5 Research Procedure
        3.5.1 Pre-questionnaire
        3.5.2 Pre-test
        3.5.3 Teaching Procedure
        3.5.4 Post-questionnaire
        3.5.5 Post-test
        3.5.6 Interview
    3.6 Data Collection and Analysis
4. Results and Discussion
    4.1 Results and Discussion of Reading Testing Papers
        4.1.1 Pre-test in EC and CC
        4.1.2 Post-test in EC and CC
        4.1.3 Pre-test and Post-test in EC
        4.1.4 Pre-test and Post-test in CC
    4.2 Results and Discussion of Questionnaires
        4.2.1 Pre-questionnaire in EC and CC
        4.2.2 Pre-questionnaire and Post-questionnaire in EC
        4.2.3 Pre-questionnaire and Post-questionnaire in CC
    4.3 Results and Discussion of Interview
5. Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Research
    5.4 Suggestions for Further Research
References
Appendix 1 Pre-test
Appendix 2 Post-test
Appendix 3 Pre-questionnaire
Appendix 4 Post-questionnaire
Appendix 5 Interview
Appendix 6 A Sample of Reading Materials in Class
Appendix 7 A Sample of Reading Materials after Class
Appendix 8 Scores of Test Paper in EC
Appendix 9 Scores of Test Paper in CC
Appendix 10 Scores of Questionnaire in EC
Appendix 11 Scores of Questionnaire in CC
作者簡(jiǎn)介
附件



本文編號(hào)：3460818