隨著當(dāng)今英語教育形勢(shì)的變化,英語閱讀已經(jīng)成為英語學(xué)習(xí)過程中必不可少的因素。根據(jù)2011年義務(wù)教育階段新課程標(biāo)準(zhǔn)改革的要求,初中英語考試中,英語閱讀理解部分占比分較重,同時(shí)具有閱讀題型比較多樣,難度系數(shù)不等的特點(diǎn)。由此可見,閱讀理解很顯然成為了英語教育過程中的重要環(huán)節(jié)。然而各種各樣的閱讀理解題型給“教師教,學(xué)生學(xué)”的過程都造成了一定的困擾,在實(shí)施教學(xué)的過程中有一定的難度。由于時(shí)間限制和經(jīng)驗(yàn)不足等原因,都使得學(xué)生在進(jìn)行閱讀理解練習(xí)的過程中遇到瓶頸,如何提高學(xué)生們?cè)谟⒄Z閱讀理解中的解題的效率,成為困擾老師和學(xué)生難題,如果沒有相對(duì)有效的解題方法,那么,學(xué)生們將很難在閱讀理解的學(xué)習(xí)中保持興趣和恒心。圖式的概念最早源于1871年德國哲學(xué)家康德,直到后來1932年英國心理學(xué)家巴特雷特將圖式理論應(yīng)用到心理學(xué)研究當(dāng)中。所謂圖式,是建立在個(gè)體經(jīng)驗(yàn)之上,通過有系統(tǒng)的儲(chǔ)存在人體記憶的知識(shí)網(wǎng)絡(luò)中,形成有層次的動(dòng)態(tài)結(jié)構(gòu)。從某種意義上來說,圖式是激發(fā)了個(gè)體的已有知識(shí)和先前經(jīng)驗(yàn),進(jìn)入個(gè)體意識(shí)進(jìn)行篩選,再進(jìn)行有效的頭腦重建和認(rèn)知。本文注重研究圖式理論與英語閱讀理解的結(jié)合。通過圖式理論的應(yīng)用,及利用人腦中先前知識(shí)和已有經(jīng)...

【文章頁數(shù)】：86 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
ABSTRACT
摘要
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Questions of the Research
    1.4 Layout of the Thesis
Chapter Two Literature Review
    2.1 Previous Studies on Schema Theory
        2.1.1 Previous Studies on Schema Theory Abroad
        2.1.2 Previous Studies on Schema Theory at Home
    2.2 Previous Studies on Schema Theory in Reading
        2.2.1 Previous Studies on Schema Theory in Reading Abroad
        2.2.2 Previous Studies on Schema Theory of Reading at Home
Chapter Three Theoretical Framework
    3.1 Schema Theory
    3.2 Functions of Schema Theory in Reading Comprehension
    3.3 Forms of Schema Theory
        3.3.1 Language Schema
        3.3.2 Content Schema
        3.3.3 Form Schema
    3.4 Feasibility on the Application of Schema Theory in Reading
        3.4.1 Language Schema in Reading
        3.4.2 Content Schema in Reading
        3.4.3 Form Schema in Reading
    3.5 Summary
Chapter Four Research Design
    4.1 Research Hypotheses
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Interviews
        4.3.2 Questionnaires
        4.3.3 Experimental Tests
        4.3.4 SPSS
    4.4 Experimental Teaching Procedures
        4.4.1 The Pre-implementation Stage
        4.4.2 Teaching Implementation
        4.4.3 A Sample for the Application of Schema Theory in Reading
        4.4.4 The Post-implementation Stage
Chapter Five Results and Analysis
    5.1 Results and Analysis of Interviews
    5.2 Results and Analysis of Questionnaires
    5.3 Results and Analysis of the Tests
        5.3.1 Comparison of Pre-test between EC and CC
        5.3.2 Comparison of the Pre-test and the Post-test in CC
        5.3.3 Comparison of the Pre-test and Post-test in EC
        5.3.4 Comparison of Post-test between EC and CC
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Limitations of the Research
    6.3 Suggestions for the Future Researches
Bibliography
Appendix A Interviews for Teachers
Appendix B Questionnaires for Students
Appendix C Reading Materials
Appendix D Tests in Pre-test and Post-test
Appendix E Results



本文編號(hào)：3963294