本文選題：圖式理論　切入點(diǎn)：高中英語(yǔ)　出處：《延安大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：閱讀教學(xué)法對(duì)高中生英語(yǔ)學(xué)習(xí)能力的提高非常重要,但是受傳統(tǒng)教學(xué)法的影響,英語(yǔ)教師往往將過(guò)多的精力放在詞匯、句型和語(yǔ)法操練上,而對(duì)學(xué)生在圖式知識(shí)的引導(dǎo)上有所欠缺。因此,本研究以圖式理論為切入點(diǎn),來(lái)探討其在高中英語(yǔ)閱讀教學(xué)中的應(yīng)用效果。本次實(shí)驗(yàn)以延安中學(xué)高一年級(jí)兩個(gè)平行班為對(duì)象,一個(gè)作為實(shí)驗(yàn)班,一個(gè)為對(duì)照班,來(lái)研究圖式理論指導(dǎo)下學(xué)生的閱讀水平。在教學(xué)實(shí)驗(yàn)中,在實(shí)驗(yàn)班應(yīng)用圖式理論進(jìn)行閱讀教學(xué),在對(duì)照班使用傳統(tǒng)的閱讀教學(xué)方法。對(duì)兩個(gè)班進(jìn)行實(shí)驗(yàn)前閱讀測(cè)試和實(shí)驗(yàn)后閱讀測(cè)試,并通過(guò)SPSS19.0對(duì)其成績(jī)進(jìn)行對(duì)比分析,來(lái)檢驗(yàn)教學(xué)實(shí)驗(yàn)效果;同時(shí),在實(shí)驗(yàn)班分別進(jìn)行實(shí)驗(yàn)前、后問(wèn)卷調(diào)查,來(lái)比較應(yīng)用圖式理論后實(shí)驗(yàn)班學(xué)生閱讀學(xué)習(xí)態(tài)度的變化。通過(guò)實(shí)驗(yàn),并結(jié)合具體研究問(wèn)題:(1)圖式理論能否提高高中生英語(yǔ)閱讀成績(jī)?(2)圖式理論對(duì)高中生英語(yǔ)閱讀學(xué)習(xí)態(tài)度的影響如何?得出以下結(jié)論:首先,通過(guò)實(shí)驗(yàn)班和對(duì)照班的閱讀成績(jī)對(duì)比發(fā)現(xiàn),圖式理論的應(yīng)用促進(jìn)了學(xué)生英語(yǔ)閱讀水平的提高;其次,由實(shí)驗(yàn)班問(wèn)卷調(diào)查結(jié)果可知,學(xué)生的閱讀學(xué)習(xí)態(tài)度也有了一定變化,不僅閱讀學(xué)習(xí)興趣有提高,而且閱讀學(xué)習(xí)方法有所改善;此外,基于圖式理論在實(shí)際高中英語(yǔ)閱讀教學(xué)的基礎(chǔ)上,本文亦提出了對(duì)高中英語(yǔ)閱讀教學(xué)的若干啟示,以期對(duì)高中英語(yǔ)閱讀教學(xué)提供一定的借鑒。
[Abstract]:Reading teaching method is very important to the improvement of high school students' English learning ability. However, under the influence of traditional teaching methods, English teachers tend to focus too much on vocabulary, sentence patterns and grammar practice. Therefore, this study takes schema theory as the starting point to explore the application effect of schema theory in English reading teaching in senior high school. This experiment takes two parallel classes of Grade one in Yan'an Middle School as the object. One as the experimental class, the other as the control class, to study the students' reading level under the guidance of schema theory. The traditional reading teaching method is used in the control class. The two classes are tested before and after the experiment, and the results are compared and analyzed by SPSS19.0 to test the effect of the teaching experiment. Before and after the experiment, a questionnaire survey was conducted in the experimental class to compare the changes of the students' reading attitude after applying schema theory. Through the experiment, and combining with the specific research question: 1) can the schema theory improve high school students' English reading scores? What is the effect of schema theory on senior high school students' English reading learning attitude? The conclusions are as follows: first, through the comparison of the reading results of the experimental class and the control class, it is found that the application of schema theory promotes the improvement of the students' English reading level; secondly, the results of the questionnaire survey in the experimental class show that, Students' attitude towards reading has also changed, not only their interest in reading learning has been improved, but also their reading learning methods have been improved. In addition, schema theory has been applied to the teaching of English reading in senior high schools. This paper also puts forward some enlightenments for senior high school English reading teaching in order to provide some reference for senior high school English reading teaching.
【學(xué)位授予單位】：延安大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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