閱讀的教學(xué)研究關(guān)注于怎樣提高閱讀策略和閱讀技巧,而持續(xù)默讀是讓學(xué)生選擇自己喜歡的閱讀材料,不僅可以提高學(xué)生的閱讀態(tài)度,而且可以提高學(xué)生的閱讀策略和閱讀技巧,包括閱讀理解和語言知識(shí)的運(yùn)用。因此本研究討論了3個(gè)問題:（1）持續(xù)默讀對(duì)高中生的閱讀態(tài)度有什么樣的影響?（2）持續(xù)默讀對(duì)高中生的閱讀理解有什么樣的影響?（3）持續(xù)默讀對(duì)高中生的語言知識(shí)的運(yùn)用有什么樣的影響?本實(shí)驗(yàn)選取秦安縣第二中學(xué)高一5班和高一6班分別作為實(shí)驗(yàn)班和控制班,每個(gè)班分別有40名學(xué)生。在學(xué)生使用持續(xù)默讀之前和之后,研究者使用Estes Reading Attitude Scale檢測學(xué)生的閱讀態(tài)度的變化,以及用前測和后測試卷檢測閱讀理解和語言知識(shí)的運(yùn)用的變化。實(shí)驗(yàn)前,兩個(gè)班的學(xué)生有同樣英語水平。實(shí)驗(yàn)班使用持續(xù)默讀,然而控制班的學(xué)生使用的是目前常用的閱讀方法,也就是做課后閱讀練習(xí),包括閱讀理解和語法練習(xí),兩個(gè)班有相同的閱讀時(shí)間。通過使用SPSS 17.0來分析數(shù)據(jù)。通過數(shù)據(jù)分析得出如下結(jié)論:（1）持續(xù)默讀可以提高學(xué)生的閱讀態(tài)度。實(shí)驗(yàn)班學(xué)生在持續(xù)默讀中得分越高,他們的閱讀態(tài)度在后測中得分就越高。其中“我希望讀很多的書”這項(xiàng)提高... 

【文章來源】：西北師范大學(xué)甘肅省

【文章頁數(shù)】：103 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the Research
    1.2 Significance of the Study
    1.3 Purpose of the Study
Chapter Two Literature Review
    2.1 Previous Research into the Sustained Silent Reading
        2.1.1 The Research of the Sustained Silent Reading in the Abroad
        2.1.2 The Research of the Sustained Silent Reading in the Home
    2.2 Effects of the Sustained Silent Reading
        2.2.1 Reading Attitude
        2.2.2 Reading Comprehension
        2.2.3 Language Knowledge Use
Chapter Three Theoretical Framework
    3.1 Social Cognitive Theory
        3.1.1 Observational Learning
        3.1.2 Self-efficacy
    3.2 Input Hypothesis Theory
Chapter Four Research Design
    4.1 Research Questions
    4.2 Participants
    4.3 Instruments
        4.3.1 Estes Reading Attitude Scale
        4.3.2 Reading Tests
    4.4 Research Procedures
        4.4.1 The implementing of the Sustained Silent Reading Program in the Experimental Class
        4.4.2 The Methods of Teaching in the Control class
Chapter Five Results and Discussion
    5.1 The Effects of Sustained Silent Reading on Reading Attitude
        5.1.1 Results of Reading Attitude’s Pretest and Post-test in the Control and Experimental Class
        5.1.2 Discussion
    5.2 The Effects of Sustained Silent Reading on Reading Comprehension
        5.2.1 Results of Reading Comprehension’s Pretest and Post-test in the Control and ExperimentalClass
        5.2.2 Discussion
    5.3 The Effects of Sustained Silent Reading on Language Knowledge Use
        5.3.1 Results of Language Knowledge Use’s Pretest and Post-test in the Control andExperimental Class
        5.3.2 Discussion
Chapter Six Conclusions
    6.1 Main Findings and Implications
    6.2 Limitations and Suggestions
References
Appendix I Estes Reading Attitude Scale (pretest)
Appendix II Estes Reading Attitude Scale (post-test)
Appendix III The Paper of Pretest
Appendix IV The Paper of Post-test
Appendix V The Reading Chart
Appendix VI The Reading Log
Appendix VII The Rules of the Scores in the Sustained Silent Reading Program
Appendix VIII The Scores of the Estes Reading Attitude Scales
Appendix IX Students’ Reading Scores of Sustained Silent Reading
Appendix X The Total Scores of the Tests
Appendix XI Samples of Students’ Reading Log
Acknowledgements


【參考文獻(xiàn)】：
期刊論文
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[2]持續(xù)默讀對(duì)高中生英語閱讀能力的影響[J]. 李興勇.  山東師范大學(xué)外國語學(xué)院學(xué)報(bào)(基礎(chǔ)英語教育). 2012(03)
[3]語言教學(xué)中的兒童文學(xué)——從德國Hildesheim國際學(xué)術(shù)會(huì)議談起[J]. 陳則航,羅少茜,王薔.  中小學(xué)外語教學(xué)(小學(xué)篇). 2010(06)
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