閱讀是人們進(jìn)行語言學(xué)習(xí)的重要方式之一,英語閱讀是用英語獲取信息并且拓寬人們視野的重要途徑,《初中英語新課程標(biāo)準(zhǔn)》也強(qiáng)調(diào)了英語閱讀能力培養(yǎng)的重要性,并對初中英語閱讀技能進(jìn)行了分級定位,明確提出了要培養(yǎng)學(xué)生的英語綜合運(yùn)用能力。已有調(diào)查表明,受傳統(tǒng)英語閱讀教學(xué)模式影響,大部分學(xué)生閱讀過程中專注信息查找、語言點(diǎn)記憶,而歸納、概括和推理方面關(guān)注不夠。這在一定程度上影響了學(xué)生英語閱讀綜合能力的提高,也影響學(xué)生的閱讀興趣和積極性。本研究主張將思維導(dǎo)圖運(yùn)用于初中英語閱讀教學(xué)解決上述主要問題。思維導(dǎo)圖即心智導(dǎo)圖,20世紀(jì)60年代由托尼·博贊(Tony Buzan)提出,被認(rèn)為是表達(dá)發(fā)散性思維的有效工具,能同時激活人的左右腦,通過關(guān)鍵詞、圖形、顏色等來提高人們的理解、記憶和創(chuàng)造性思維能力。在國外思維導(dǎo)圖被應(yīng)用于諸多領(lǐng)域,尤其是在教育領(lǐng)域常被作為教學(xué)設(shè)計(jì)的輔助手段。國內(nèi)自托尼·博贊到中國開展一系列培訓(xùn)活動起,思維導(dǎo)圖的應(yīng)用逐漸興起,初中英語閱讀教學(xué)的研究也開始運(yùn)用它,但多以激發(fā)學(xué)生的學(xué)習(xí)興趣和提高學(xué)生的閱讀能力為主。本研究基于提倡以學(xué)生為中心的課堂教學(xué)這一前提,將思維導(dǎo)圖應(yīng)用于初中英語閱讀教學(xué),具體探討如何運(yùn)...

【文章頁數(shù)】：100 頁

【學(xué)位級別】：碩士

【文章目錄】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 Background of the Research
    1.2 Significance of the Research
    1.3 Methods of the Research
    1.4 Structure of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 Researches on Mind Map
        2.1.1 Definition of Mind Map
        2.1.2 Characteristics of Mind Map
        2.1.3 Previous Researches on Mind Map Both at Home andAbroad
            2.1.3.1 Researches on Mind Map Abroad
            2.1.3.2 Researches on Mind Map at Home
    2.2 Theoretical Basis of Mind Map
        2.2.1 Schema Theory
        2.2.2 Spreading Activation Theory
        2.2.3 Social Constructionism Theory
        2.2.4 Left/Right Brain Thinking
    2.3 Researches on Application of Mind Map in English Reading
        2.3.1 Definition of Reading and Learning Plan
        2.3.2 The Design of English Reading Learning Plan Based onMind Map
            2.3.2.1 The Difference Between the Reading Learning PlanBased on the Mind Map and the Traditional Learning Plan
            2.3.2.2 The Three Stages of the Learning Plan Based on MindMap
            2.3.2.3 Basic Design Method of Learning Plan Based on MindMap
            2.3.2.4 The Methods of Assisting Reading Teaching by UsingLearning Plan Based on Mind Map
CHAPTER THREE RESEARCH METHODOLOGY
    3.1 The Purpose of the Research
    3.2 The Hypothesis of the Research
    3.3 Research Design
        3.3.1 Research Objects
        3.3.2 The Design of the Research
        3.3.3 The Tools of the Research
    3.4 An Example of the Application
    3.5 The Implementation of the Experiment
        3.5.1 Pre-test of the Experiment
        3.5.2 Two Questionnaires in the Early and Middle Stages of theExperiment
        3.5.3 The Article Retelling Assessment Table in the Later Periodof the Experiment
        3.5.4 Interview Questions in the Later Experiment
        3.5.5 Record Sheet on Case Analysis of Different Unit Tests
    3.6 Basic Ideas of Practice Research
CHAPTER FOUR RESULTS AND ANALYSIS
    4.1 Analysis of Pre-test Data and Post Test Data
    4.2 Completion of Recitation of the Text in Experimental Class
    4.3 Results of Questionnaires and Interviews in Experimental Class
        4.3.1 Results of Questionnaires in Experimental Class
            4.3.1.1 Collection and Analysis of Preliminary Questionnaire
            4.3.1.2 Collection and Analysis of Later Questionnaire
        4.3.2 Results of the Interview Survey in Experimental Class
    4.4 Case Analysis of Experimental Class
    4.5 Discussion of Experimental Results
CHAPTER FIVE CONCLUSION
    5.1 Major Findings
    5.2 Limitations of the Study
    5.3 Suggestions for Future Researches
REFERENCES
中文參考文獻(xiàn)
APPENDICES
    Appendix 1 A Questionnaire on Students’ English Reading Interestand Reading Strategies(Before the Experiment)
    Appendix 2 A Questionnaire on English Reading Teaching by Usingthe Mind Map (After the Experiment)
    Appendix 3 Article Retelling Assessment Table (Before and Afterthe Experiment)
    Appendix 4 Outline of Interviews With the Students inExperimental Class
    Appendix 5 The Pre-test Paper
    Appendix 6 The Post Test Paper
ACKNOWLEDGEMENTS



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