本文選題：閱讀認知策略　切入點：閱讀認知策略訓練　出處：《江西師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：閱讀認知策略是Urquhart和Weir歸類的閱讀策略下的一個分支,它指包括略讀和尋讀的快速閱讀及包括區(qū)分主旨與細節(jié)、命題推測、語用推理、轉移、意譯、清除歧義、推測詞義、識別代詞所指等在內(nèi)的精讀。閱讀認知策略訓練就是教學生在學習外語輸入和輸出的過程中,何時以及怎樣使用認知策略。國內(nèi)外有很多關于閱讀策略的研究,但是大部分都是注重描述性研究,很少有研究者從更小和更專業(yè)的角度去研究。本研究就是從閱讀策略的分支閱讀認知策略的角度,基于認知心理學和語篇理論,運用以下閱讀認知策略訓練的模式進行訓練。第一、準備,老師關注學生已有的策略和相關知識。第二、解釋并舉例說明,解釋訓練的意義和具體策略等。第三、訓練,一周訓練兩次,在新課和練習課上各一次。第四、評價,指導學生與同桌討論使用的策略是否有效并且引導他們反思自己在練習中使用了幾種策略。本研究采用定量研究和定性研究相結合的方法,圍繞以下幾個問題展開調(diào)查:(1)閱讀認知策略訓練是否對學生英語閱讀的自我效能感有影響;(2)閱讀認知策略訓練是否對學生的英語閱讀能力有影響;(3)閱讀認知策略訓練是否對不同英語水平的學生的英語閱讀成績有不同影響;(4)閱讀認知策略訓練是否對學生做不同類型英語閱讀題有不同影響。參與實驗的146人中,有74人是在實驗班,72人是在控制班。這兩個班均為新建二中的高一平行班。這份問卷是基于以下問卷和量表設計出來的:學習自我效能感量表(邊玉芳博士,2002),初中生英語自我效能感問卷(張葉、張歡,2008),高中生英語閱讀自我效能感問卷(葉麗,2008)。前測和后測的英語試卷分別是由南昌市和新建二中的權威高級英語教師編制的。本研究采用了統(tǒng)計軟件SPSS17.0對收集到的數(shù)據(jù)進行處理和分析。研究結果表明:1)閱讀認知策略訓練能提高學生英語閱讀的自我效能感。2)總體上來說,閱讀認知策略訓練能有效提高學生的英語閱讀能力。3)針對高中低三組不同英語水平的學生,閱讀認知策略訓練對中等水平和低水平學生的訓練效果要比高等水平學生效果好。4)針對英語閱讀理解中的五種類型題目,閱讀認知策略訓練對學生做細節(jié)題,主題題,推斷題,以及態(tài)度題具有明顯的效果,對詞義推理題沒有明顯效果。本研究的結果表明,對高中生實施閱讀認知策略訓練是很有必要的。因為傳統(tǒng)的英語閱讀教學缺乏系統(tǒng)而且有效的閱讀認知策略訓練,學生被要求去背單詞,短語和文章,以至于他們厭倦了英語學習。好的老師應該盡力改變英語閱讀教學的理念,同樣老師們也要加強閱讀認知策略的理論素養(yǎng)和實踐能力。
[Abstract]:Reading cognitive strategy is a branch of reading strategy classified by Urquhart and Weir. It refers to fast reading that includes skimming and searching and includes distinguishing between purport and detail, propositional speculation, pragmatic inference, transfer, free translation, ambiguity removal, and conjecture. Reading cognitive strategy training is to teach students when and how to use cognitive strategies in the process of learning foreign language input and output. There are many researches on reading strategies both at home and abroad. However, most of them focus on descriptive studies, and few researchers study them from a smaller and more professional perspective. This study is based on cognitive psychology and discourse theory from the perspective of reading strategies. Use the following reading cognitive strategy training model to train. First, prepare, the teacher pays attention to the students' existing strategies and related knowledge. Second, explain and illustrate, explain the meaning of the training and specific strategies, etc. Third, the training, Training twice a week, one in a new class and one in a practice class. Fourth, evaluation, Students were instructed to discuss the effectiveness of the strategies used and to reflect on several strategies they had used in the exercise. This study used a combination of quantitative and qualitative studies. A study on the following questions: 1) does reading cognitive strategy training have an impact on students' sense of self-efficacy in English reading? (2) does reading cognitive strategy training have an impact on students' English reading ability? 3) Reading cognitive strategies. Whether or not the training has different effects on the students' English reading achievement in different English proficiency (4) whether the training of reading cognitive strategies has different effects on the students' English reading questions of different types. 74 students were in the experimental class and 72 were in the control class. Both classes were parallel classes in Senior one. The questionnaire was designed on the basis of the following questionnaire and scale: learning Self-efficacy scale. Secondary English Self-efficacy questionnaire (Zhang Ye, Zhang Huan-yu 2008, English reading self-efficacy questionnaire for senior high school students (Ye Li-wei 2008). The pre-test and post-test English test papers were compiled by the authoritative senior English teachers in Nanchang City and the New Middle School No. 2 respectively. The statistical software SPSS17.0 was used to collect the English test papers in this study. The results show that reading cognitive strategy training can improve students' self-efficacy in English reading. Reading cognitive strategy training can effectively improve students' English reading ability. The effect of reading cognitive strategy training on middle and low level students is better than that of high level students. (4) aiming at the five types of problems in English reading comprehension, reading cognitive strategy training makes details, themes and inferences for students. And attitude problem has obvious effect, but it has no obvious effect on word meaning reasoning. The results of this study show that, It is necessary to carry out reading cognitive strategy training for high school students. Because traditional English reading teaching lacks systematic and effective reading cognitive strategy training, students are required to memorize words, phrases and articles. Good teachers should try their best to change the concept of English reading teaching, and teachers should also strengthen the theoretical literacy and practical ability of reading cognitive strategies.
【學位授予單位】：江西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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