交互閱讀模式是目前世界上最廣為接受的主導(dǎo)性閱讀理論之一。國內(nèi)已有許多專家、學(xué)者們對交互閱讀模式在英語閱讀教學(xué)中的應(yīng)用進行了研究,然而目前的研究成果大多屬于實驗性質(zhì)的應(yīng)用研究和案例研究,缺乏調(diào)查研究。交互閱讀模式在日常的高中英語閱讀教學(xué)中的實際應(yīng)用情況如何?現(xiàn)實情況與理論和實驗層面的研究成果是否有差距?目前仍然沒有明確的答案。因此,為了了解我國的高中英語教育是否在日常的閱讀教學(xué)中很好地應(yīng)用上交互閱讀模式先進的教學(xué)理念并產(chǎn)生良好效果,本文對以下三個問題進行了調(diào)查研究:(1)交互閱讀模式在日常的高中英語閱讀教學(xué)中的實際運用情況如何?(2)交互閱讀模式在日常的高中英語閱讀教學(xué)中的課堂應(yīng)用效果是否良好?(3)主要是哪些因素影響著交互閱讀模式在高中日常的英語閱讀課堂的應(yīng)用?本研究選取廣州市三所不同層次的高中(學(xué)校的整體實力分別在上中下三層次),一共包含280名學(xué)生和6名英語教師作為調(diào)查研究對象,采用了問卷調(diào)查、課堂觀察和訪談三種調(diào)查手段,得到的主要結(jié)論如下:1)總體來說,高中英語日常閱讀教學(xué)在很大程度上符合交互閱讀模式的教學(xué)。其中讀前階段符合程度最高,讀中階段次之,讀后階段相對較低。2)總體來說,...

【文章頁數(shù)】：96 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
中文摘要
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
Chapter2 Literature Review
    2.1 Research on Reading
    2.2 Reading Models
        2.2.1 Bottom-up Model
        2.2.2 Top-down Model
        2.2.3 Interactive Model
    2.3 Studies on Interactive Model and Its Application
        2.3.1 Overseas Studies on Interactive Model and Its Application
        2.3.2 Domestic Studies on Interactive Model and Its Application
        2.3.3 Summary
Chapter3 Theoretical Basis of Interactive Model
    3.1 Schema Theory
    3.2 Interaction Hypothesis
Chapter4 Typical Teaching Application of Interactive Model
    4.1 Typical Teaching Application
        4.1.1 The Pre-reading Stage
        4.1.2 The While-reading Stage
        4.1.3 The Post-reading Stage
    4.2 A Classroom Teaching Case of Interactive Model of Reading
Chapter5 Methodology
    5.1 Research Questions
    5.2 Subjects
    5.3 Research Instruments
        5.3.1 Questionnaire
        5.3.2 Classroom Observation
        5.3.3 Interview
    5.4 Data Collection
Chapter6 Data Analysis and Discussion
    6.1 Data Analysis
        6.1.1 Analysis of Questionnaire
        6.1.2 Analysis of Classroom Observation
        6.1.3 Analysis of Interview
    6.2 Discussion
        6.2.1 The Application of Interactive Model to Classroom English Reading Teaching in Senior High Schools
        6.2.2 The Effectiveness of the Application of Interactive Model
        6.2.3 Hindrances of Applying Interactive Model to Daily Teaching
Chapter7 Conclusion
    7.1 Findings
    7.2 Pedagogical Suggestions
        7.2.1 Suggestions for Teachers
        7.2.2 Suggestions for Students
    7.3 Limitations of the Study
References
Appendix1:Questionnaire
Appendix2:Classroom Observation
Appendix3:Interview Questions
Acknowledgements
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