在通常情況下,讀者通過閱讀完成語篇的解讀和意義的構(gòu)建,而大部分在校學(xué)生也是通過閱讀完成英語學(xué)習(xí)。然而,對(duì)于缺乏英語學(xué)習(xí)興趣和有效閱讀策略的職業(yè)中學(xué)學(xué)生來說,閱讀是他們的攔路虎,難以完成語篇解讀和意義構(gòu)建,閱讀首先是他們難以逾越的障礙。因此,有必要嘗試一種新的、有效的英語閱讀方法。思維導(dǎo)圖作為將知識(shí)形象化的圖形表示工具,在激發(fā)學(xué)生的學(xué)習(xí)興趣和促進(jìn)學(xué)生主動(dòng)解讀語篇方面發(fā)揮著重要的作用。通過大量文獻(xiàn)閱讀,研究者發(fā)現(xiàn)關(guān)于將思維導(dǎo)圖應(yīng)用于英語閱讀教學(xué)的研究很多,然而以職業(yè)中學(xué)的學(xué)生作為研究對(duì)象的很少。因此,本研究旨在探究思維導(dǎo)圖在職業(yè)中學(xué)英語閱讀中的應(yīng)用。本研究的實(shí)驗(yàn)對(duì)象為某職業(yè)中學(xué)高二年級(jí)兩個(gè)平行班的70名學(xué)生,實(shí)驗(yàn)時(shí)間為12周。在本研究中,研究者作為執(zhí)教者在實(shí)驗(yàn)班增加思維導(dǎo)圖輔助的閱讀教學(xué)方式(即引導(dǎo)學(xué)生在每課前或后手繪該課的思維導(dǎo)圖),在控制班繼續(xù)采用傳統(tǒng)的英語閱讀教學(xué)方式(即講解語法、翻譯、語言點(diǎn)操練等)。在實(shí)驗(yàn)過程中,研究者引導(dǎo)學(xué)生應(yīng)用不同的閱讀策略去確定思維導(dǎo)圖的中心詞以及各分支的關(guān)鍵詞,將思維導(dǎo)圖應(yīng)用于課前、課中和課后�；谘芯磕康�,本實(shí)驗(yàn)采用定量和定性相結(jié)合的方法,通過前測(cè)、后測(cè)...

【文章頁數(shù)】：101 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Acknowledgements
Chapter 1 Introduction
    1.1 Research Background
    1.2 Significance of the Study
Chapter 2 Literature Review
    2.1 Research on Reading
        2.1.1 The Definition of Reading
        2.1.2 Three Reading Teaching Models
    2.2 Research on Mind Maps
        2.2.1 The Definition of Mind Map
        2.2.2 The Models of Mind Map
        2.2.3 The Features and Functions of Mind Map
    2.3 The Theoretical Basis
        2.3.1 Constructivist theory
        2.3.2 Knowledge visualization theory
        2.3.3 Schema theory
    2.4 Studies of Mind Map Using in English Reading Teaching Abroad and atHome
        2.4.1 Studies Abroad
        2.4.2 Studies at Home
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Pre-test and Post -test
        3.3.2 Student questionnaire
        3.3.3 Student interview
        3.3.4 Teaching materials for vocational students
    3.4 The Research Procedure
        3.4.1 The experimental stage
        3.4.2 A teaching case for EC
    3.5 Data Analysis
Chapter 4 Results and Discussion
    4.1 Results and discussion of questionnaires
        4.1.1 Reliability and validity test of the questionnaires
        4.1.2 Results of pre-questionnaire
        4.1.3 Results of post-questionnaire
    4.2 Results and Discussion of the Reading Comprehension Tests
        4.2.1 Normality test of pre-test and post-test samples
        4.2.2 Results of the pre-test in EC and CC
        4.2.3 Results of the post-test in EC and CC
        4.2.4 Results of the pre-test and post-test in CC
        4.2.5 Results of the pre-test and post-test in EC
    4.3 Results and Discussion of interview
Chapter 5 Conclusion
    5.1 Major findings
    5.2 Limitation of the study
    5.3 Teaching Enlightenment of the study
References
Appendixes
    Appendix 1 關(guān)于英語閱讀狀況的問卷調(diào)查
    Appendix 2 關(guān)于思維導(dǎo)圖在英語閱讀學(xué)習(xí)中的作用調(diào)查問卷
    Appendix 3 Pre-test
    Appendix 4 Post-test
    Appendix 5 The answers to the questions of Pre-test and Post-test
    Appendix 6
    Appendix 7 Teaching Material
    Appendix 8 Samples of students' maps



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