閱讀教學(xué)是高中英語教學(xué)內(nèi)容的重要組成部分,而讀前活動(dòng)作為閱讀教學(xué)的首要環(huán)節(jié),對(duì)于閱讀教學(xué)質(zhì)量有著重要的影響作用。有效的讀前活動(dòng)不僅可以提高學(xué)生對(duì)英語閱讀的興趣,活躍課堂氛圍,還能激活和補(bǔ)充學(xué)生的背景知識(shí),促進(jìn)學(xué)生對(duì)課文內(nèi)容的掌握,也是對(duì)學(xué)生閱讀策略的指引和訓(xùn)練。本研究基于圖式理論和情感過濾假說,采用課堂觀察法、問卷調(diào)查法和訪談法研究讀前活動(dòng)開展現(xiàn)狀。在界定核心概念和梳理國內(nèi)外相關(guān)文獻(xiàn)之后,本研究提出三個(gè)問題:（1）在實(shí)際高中英語閱讀教學(xué)中,讀前活動(dòng)的開展現(xiàn)狀如何?（2）學(xué)生喜歡什么類型的讀前活動(dòng)?學(xué)生普遍使用的預(yù)讀策略是什么?（3）當(dāng)前高中英語閱讀課堂中,所開展的讀前活動(dòng)存在哪些問題?在此基礎(chǔ)上修訂了相關(guān)研究工具,對(duì)北京市某高中的110名學(xué)生進(jìn)行調(diào)查,運(yùn)用SPSS20.0對(duì)所收集到的數(shù)據(jù)進(jìn)行分析。根據(jù)調(diào)查結(jié)果,筆者發(fā)現(xiàn)（1）在當(dāng)前高中英語閱讀教學(xué)中,大多數(shù)教師都會(huì)通過各種形式開展讀前活動(dòng),大多數(shù)的讀前活動(dòng)都與語言圖式有關(guān),其次是內(nèi)容圖式,形式圖式較少。教師最常開展的讀前活動(dòng)是問題導(dǎo)入。學(xué)生們能夠積極主動(dòng)地參加教師組織的讀前活動(dòng)。教師和學(xué)生都認(rèn)為讀前活動(dòng)的開展很有必要,能夠提高學(xué)生的閱讀... 

【文章來源】：中央民族大學(xué)北京市 211工程院校 985工程院校

【文章頁數(shù)】：113 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Introduction
    0.1 Background
    0.2 Literature Review
        0.2.1 On English Reading
        0.2.2 On Pre-reading Activities
        0.2.3 Relevant Researches Abroad and at Home
    0.3 An Overview of the Thesis
Chapter One General Situation
    1.1 Theoretical Framework
        1.1.1 Schema Theory
        1.1.2 Affective Filter Hypothesis
    1.2 Research Questions
    1.3 Research Subjects
    1.4 Research Methods
        1.4.1 Questionnaire for Students
        1.4.2 Classroom Observation
        1.4.3 Interview for Teachers
Chapter Two Results and Analysis
    2.1 Result Analysis of Classroom Observation
        2.1.1 Presence of Pre-reading Activities
        2.1.2 Time Duration of Pre-reading Activities
        2.1.3 Types of Pre-reading Activities
        2.1.4 Students’Engagement in Pre-reading Activities
        2.1.5 The Relevance of Pre-reading Activities to the Topics of Targeted Reading Texts
    2.2 Result Analysis of Questionnaire
        2.2.1. Students’Feedback on the Implementation of Pre-reading Activities
        2.2.2 Students’Views on the Importance and Effects of Pre-reading Activities
        2.2.3. Students’Preference for Pre-reading Activities
        2.2.4. Pre-reading Strategies Commonly Used by Students
    2.3 Result Analysis of Interview
Chapter Three Implications
    3.1 Implications for Teachers
    3.2 Implications for Students
Chapter Four Conclusion
    4.1 Major Findings
        4.1.1 Current Situation of Pre-reading Activities in Senior High Schools
        4.1.2 Types of Pre-reading Activities Preferred by Students and Pre-reading StrategiesCommonly Used by Students
        4.1.3 The Problems Existing in Pre-reading Activities and Potential Causes of These Problems
    4.2 Limitations of the Research
    4.3 Suggestions for Further Research
Bibliography
Appendix 1 Questionnaire for Students
Appendix 2 Classroom Observation Table
Appendix 3 Transcript of Lesson A
Appendix 4 Transcript of Lesson B
Appendix 5 Transcript of Lesson C
Appendix 6 Transcript of Lesson D
Appendix 7 Transcript of Lesson E
Appendix 8 Transcript of Lesson F
Appendix 9 Transcript of Lesson G
Appendix 10 Transcript of Lesson H
Appendix 11 Interview for Teachers
Acknowledgements



本文編號(hào)：3595768