《普通高中英語(yǔ)課程標(biāo)準(zhǔn)（2017年版）》將思維品質(zhì)列為英語(yǔ)學(xué)科的關(guān)鍵能力之一,并強(qiáng)調(diào)英語(yǔ)閱讀教學(xué)應(yīng)以思維提升為導(dǎo)向。自課程改革以來(lái),高中英語(yǔ)閱讀教學(xué)雖取得了一定進(jìn)展,但教學(xué)內(nèi)容仍聚焦于文本的字面意義,教學(xué)活動(dòng)以信息提取練習(xí)為主,沒(méi)有很好地結(jié)合文本的體裁信息來(lái)培養(yǎng)學(xué)生分析、推理、評(píng)價(jià)等思維能力。體裁教學(xué)法為閱讀教學(xué)提供了新的視角和理論依據(jù)。體裁被認(rèn)為是一種交際事件,即作者因交際目的和對(duì)象的不同而采用特定的篇章結(jié)構(gòu)和語(yǔ)言表達(dá)。在英語(yǔ)閱讀教學(xué)中運(yùn)用體裁教學(xué)法,就是在分析語(yǔ)篇體裁的基礎(chǔ)上,將閱讀當(dāng)成一種交際過(guò)程來(lái)教學(xué)。不同體裁的語(yǔ)篇具有不同的交際目的和語(yǔ)篇結(jié)構(gòu),通過(guò)閱讀范文分析寫作目的、語(yǔ)篇組織和主旨大意理解的基礎(chǔ)上,學(xué)生可根據(jù)文本的體裁與閱讀任務(wù),靈活運(yùn)用閱讀策略開(kāi)展分析式、推論式、批判式閱讀活動(dòng),對(duì)提高元認(rèn)知閱讀策略能力和英語(yǔ)高階思維能力都有著積極意義。本研究將體裁教學(xué)法運(yùn)用于高中英語(yǔ)閱讀教學(xué),致力于回答以下問(wèn)題:1)基于體裁教學(xué)法的英語(yǔ)閱讀教學(xué)對(duì)高中生分析能力的影響如何?2)基于體裁教學(xué)法的英語(yǔ)閱讀教學(xué)對(duì)高中生推理能力的影響如何?3)基于體裁教學(xué)法的英語(yǔ)閱讀教學(xué)提高高中生評(píng)價(jià)能力的影響如... 

【文章來(lái)源】：南京師范大學(xué)江蘇省 211工程院校

【文章頁(yè)數(shù)】：106 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 research
    1.2 Purpose and significance of the research
    1.3 Layout of the thesis
Chapter Two Literature Review
    2.1 Relevant studies of genre-based teaching approach
        2.1.1Genre
        2.1.2 Genre analysis
        2.1.3 Genre-based teaching approach
        2.1.4 Empirical studies of genre-based teaching approach abroad and at home
    2.2 Relevant studies of thinking qualities
        2.2.1 Definition of thinking qualities
        2.2.2 Components of thinking qualities
        2.2.3 Characteristics of senior high school students’thinking qualities
        2.2.4 Empirical studies of thinking qualities abroad and at home
    2.3 Relevant studies of reading
        2.3.1 Nature of reading
        2.3.2 Levels of reading comprehension
        2.3.3 Models of reading
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Research subjects
    3.3 Research instruments
    3.4 Research procedures
        3.4.1 Pre-test stage
        3.4.2 Action stage
        3.4.3 Post-test stage
Chapter Four Results and Discussion
    4.1 Effects on students’analyzing qualities
        4.1.1 Overall effects on students’analyzing qualities
        4.1.2 Reasons for negligible effects on students’analyzing qualities
        4.1.3 Measures for students to improve analyzing qualities
    4.2 Effects on students’inferring qualities
        4.2.1 Overall effects on students’inferring qualities
        4.2.2 Reasons for considerable effects on students’inferring qualities
        4.2.3 Measures for students to improve inferring qualities
    4.3 Effects on students’evaluating qualities
        4.3.1 Overall effects on students’evaluating qualities
        4.3.2 Reasons for considerable effects on students’evaluating qualities
        4.3.3 Measures for students to improve evaluating qualities
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implications
    5.3 Limitations
References
AppendixⅠ Questionnaire
AppendixⅡ Pre-test Paper
AppendixⅢ Post-test Paper
AppendixⅣ Assessment Standards for Writing Tasks
AppendixⅤ Interview Outline
Acknowledgements



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