英語(yǔ)閱讀在英語(yǔ)語(yǔ)言教學(xué)領(lǐng)域中具有舉足輕重的地位,掌握有用的閱讀技巧和策略對(duì)促進(jìn)學(xué)生的英語(yǔ)閱讀理解至關(guān)重要。近年來(lái),由研究者M(jìn)anoli,P.和Papadopoulu,M.研究發(fā)現(xiàn):圖形組織者作為一種以圖示化形式組織和表征信息的策略,有利于學(xué)生從文本中提取和組織信息,促進(jìn)學(xué)生對(duì)文本內(nèi)容和結(jié)構(gòu)的理解。為了提高初中生的英語(yǔ)閱讀成績(jī),筆者進(jìn)行了為期兩個(gè)月的教學(xué)實(shí)驗(yàn)深度挖掘以下兩個(gè)問(wèn)題:1)圖形組織者的應(yīng)用是否會(huì)提高學(xué)生的英語(yǔ)閱讀成績(jī)?2)初中生對(duì)圖形組織者應(yīng)用在英語(yǔ)教學(xué)中的態(tài)度如何?本次研究以86名來(lái)自蘭州市第四十五中學(xué)的初三年級(jí)兩個(gè)班的學(xué)生為研究對(duì)象。在實(shí)驗(yàn)前,為了測(cè)試兩個(gè)班學(xué)生的英語(yǔ)閱讀成績(jī)無(wú)顯著差異,對(duì)兩個(gè)班同學(xué)進(jìn)行了前測(cè)。然后,對(duì)實(shí)驗(yàn)班的43名同學(xué)進(jìn)行了為期8周的圖形組織者的教學(xué)實(shí)驗(yàn)。在實(shí)驗(yàn)后對(duì)兩個(gè)班進(jìn)行了英語(yǔ)閱讀理解的測(cè)試,并且對(duì)實(shí)驗(yàn)班進(jìn)行了問(wèn)卷調(diào)查,所有收集到的數(shù)據(jù)用統(tǒng)計(jì)軟件包SPSS 21.0和Excel 2010進(jìn)行了分析。研究結(jié)果表明:一、在英語(yǔ)課堂中應(yīng)用圖形組織者對(duì)提高被試者的英語(yǔ)閱讀成績(jī)非常有效。二、在英語(yǔ)課堂中應(yīng)用圖形組織者,成功的降低了被試者的認(rèn)知負(fù)擔(dān)并且極大地轉(zhuǎn)變了...

【文章頁(yè)數(shù)】：89 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Layout of the Thesis
Chapter Two Literature Review
    2.1 Graphic Organizers
        2.1.1 Definition of Graphic Organizers
        2.1.2 Function of Graphic Organizers
        2.1.3 Classification of Graphic Organizers
    2.2 Review on Reading Teaching
    2.3 Previous Studies on Graphic Organizers
        2.3.1 Studies on Graphic Organizers in Other Fields Abroad
        2.3.2 Studies on Graphic Organizers in Other Fields at Home
        2.3.3 Studies on the Application of Graphic Organizers to English Teaching Abroad
        2.3.4 Studies on the Application of Graphic Organizers to English Teaching at Home
    2.4 Summary
Chapter Three Theoretical Foundation
    3.1 Dual Coding Theory
    3.2 Schema Theory
    3.3 Information Processing Theory
Chapter Four Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Teaching Material
    4.4 Instruments
        4.4.1 Tests
        4.4.2 Questionnaire
    4.5 Research Procedures
    4.6 Teaching Procedures
    4.7 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 Results and Discussion on the Effect of Graphic Organizers on Junior High School Students' English Reading Achievements
    5.2 Results and Discussion on the Attitudes of Junior High School Students Towards Using Graphic Organizers in English Teaching
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations and Suggestions for the Future Research
References
Appendices
    Appendix1 Pre-test
    Appendix2 Post-test
    Appendix3 Questionnaire
    Appendix4 The Reliability and Validity of the Questionnaire
    Appendix5 Teaching Material
    Appendix6 Teaching Plans of the Experimental Class and the Control Class
    Appendix7 Samples of Graphic Organizers Made by Researcher and Students
Acknowledgements



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