英語(yǔ)課程改革指出,英語(yǔ)閱讀教學(xué)應(yīng)該注重激發(fā)學(xué)生的興趣,提高學(xué)生的態(tài)度。然而,在日常的英語(yǔ)閱讀教學(xué)中卻過(guò)分強(qiáng)調(diào)詞匯和語(yǔ)法知識(shí)。而文學(xué)作品以其樸實(shí)無(wú)華的語(yǔ)言和有趣的故事情節(jié),不僅能夠激發(fā)學(xué)生的閱讀興趣,改變學(xué)生的閱讀態(tài)度,而且能夠提高學(xué)生的閱讀能力。文獻(xiàn)表明,文學(xué)圈閱讀教學(xué)的應(yīng)用在國(guó)外已經(jīng)趨于成熟,在國(guó)內(nèi)的研究也多用于語(yǔ)文閱讀教學(xué),把文學(xué)圈應(yīng)用于初中英語(yǔ)閱讀教學(xué)中的研究卻比較少。因此,本次研究作者以合作學(xué)習(xí)理論和讀者反應(yīng)理論為基礎(chǔ),旨在探討文學(xué)圈閱讀模式能否提高初中英語(yǔ)閱讀成績(jī),改善學(xué)生閱讀興趣和態(tài)度。本次研究隨機(jī)抽選了駐馬店市官莊中學(xué)初二三班和初二五班的80名學(xué)生,以他們?yōu)楸辉?進(jìn)行了為期8周的教學(xué)實(shí)驗(yàn)。經(jīng)過(guò)分析定性和定量數(shù)據(jù)發(fā)現(xiàn):文學(xué)圈閱讀教學(xué)模式不僅能夠提高學(xué)生的閱讀成績(jī),而且能夠提高學(xué)生對(duì)英語(yǔ)閱讀的興趣,改善對(duì)英語(yǔ)閱讀的態(tài)度。同時(shí),此研究也給教學(xué)帶來(lái)了一定的啟示。對(duì)于教師而言,1)應(yīng)該充分把文學(xué)圈閱讀教學(xué)模式應(yīng)用到課外閱讀教學(xué)中;2)根據(jù)文學(xué)圈閱讀教學(xué)模式的要求,教師應(yīng)該設(shè)計(jì)豐富多彩的教學(xué)活動(dòng)使得學(xué)生積極參與課堂。對(duì)于學(xué)生而言,1)在文學(xué)圈閱讀教學(xué)模式的背景下,學(xué)生應(yīng)該意識(shí)到自己在...

【文章頁(yè)數(shù)】：73 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 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Layout of the Thesis
Chapter Two Literature Review
    2.1 Studies on English Reading Teaching Model
        2.1.1 Bottom-up model
        2.1.2 Top-down model
        2.1.3 Interactive model
    2.2 Literature Circle in English Reading Teaching
        2.2.1 Definition of Literature Circle Model
        2.2.2 Principles of Literature Circles Model
        2.2.3 Basics Procedures of Literature Circles Model
        2.2.4 Advantages of Literature Circle Reading Model
    2.3 Research on Literature Circles Reading Teaching Model
        2.3.1 Research on Literature Circles at Abroad
        2.3.2 Research on Literature Circles at Home
    2.4 Summary
Chapter Three Theoretical Foundations
    3.1 Cooperative Learning Theory
    3.2 Reader Response Theory
    3.3 Humanistic Theory
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Research Materials
    4.4 Instruments
        4.4.1 Tests
        4.4.2 Questionnaire
    4.5 Research Procedures
        4.5.1 Pretest
        4.5.2 Treatment
        4.5.3 Post-test and Questionnaire
    4.6 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 Research Results and Discussion of Question 1
        5.1.1 Result of Scores in the Pretest
        5.1.2 Result of Scores in the Post-test
        5.1.3 Result of Pretest and Post-test in the Experimental Class
        5.1.4 Research Discussions of Question 1
    5.2 Research Results and Discussion of Question 2
        5.2.1 Result of the Questionnaire
        5.2.2 Research Discussion of Question 2
Chapter Six Conclusion
    6.1 Major Findings of the Study
    6.2 Pedagogical Implications
    6.3 Limitations of the Study
    6.4 Suggestions for Further Study
References
Appendixes
    Appendix Ⅰ Pretest
    Appendix Ⅱ Post-test
    Appendix Ⅲ Questionnaire
    Appendix Ⅳ The Scores of Pretest and Post- test in EC and CC
Acknowledgements



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