本文選題：高中生　切入點：英語閱讀　出處：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：隨著閱讀在高考中所占分值的提高,通過閱讀策略的訓(xùn)練提升學(xué)生的閱讀能力,具有重要的實踐意義。盡管針對高中英語教學(xué)中閱讀策略訓(xùn)練的研究已經(jīng)很多,但是就貧困地區(qū)學(xué)校進行的該題目的實驗卻不多。尤其在內(nèi)蒙古的貧困地區(qū),希望通過此次實驗?zāi)軌蛞欢ǔ潭壬细纳茖W(xué)生的畏難情緒,激發(fā)學(xué)生的學(xué)習(xí)興趣,并在某種程度上改變學(xué)生的閱讀習(xí)慣,形成自覺使用閱讀策略的意識。本文介紹了閱讀的概念、模式與閱讀策略,并對主要的閱讀策略進行了詳細(xì)的分析。具體假設(shè)為:(1)運用不同的閱讀策略訓(xùn)練對閱讀成績的較低,整體基礎(chǔ)較差的學(xué)生有效(2)通過閱讀策略的訓(xùn)練,可以使學(xué)生掌握不同的閱讀策略并運用更多的閱讀策略。本文主要采取了實驗法并為了補充說明實驗結(jié)果在實驗后對學(xué)生進行了訪談。本次實驗主要根據(jù)三種常見的題型(主旨大意題、細(xì)節(jié)題、猜測題)來檢測學(xué)生對閱讀策略以及閱讀技巧的掌握程度。本次實驗對象為內(nèi)蒙古興安盟高二年級中兩個平行班的112人。一個作為實驗班,另一個作為對照班。此前學(xué)生都沒有系統(tǒng)學(xué)習(xí)過閱讀策略。訓(xùn)練之前,所有的學(xué)生都要接受閱讀檢測并將此成績作為本次實驗的參照成績。訓(xùn)練時間是八周。閱讀材料為必修四課本及練習(xí)冊。八周的訓(xùn)練之后,所有的學(xué)生再次參加閱讀測試,所有數(shù)據(jù)都經(jīng)過SPSS處理。根據(jù)實驗結(jié)束后的數(shù)據(jù)及獨立樣本t檢測結(jié)果得出:(1)運用不同的英語閱讀策略確實能夠有效提高學(xué)生的英語閱讀成績;并且針對不同類型的閱讀策略訓(xùn)練對閱讀能力的較低,整體基礎(chǔ)較差的學(xué)生依舊可以從中收益,并且部分同學(xué)表現(xiàn)出明顯的進步;(2)通過閱讀策略的訓(xùn)練,學(xué)生在推測類型題目取得的進步最大,效果最明顯。本次研究得到的教學(xué)啟示是:學(xué)生要改變不良的自身閱讀習(xí)慣;建議偏遠(yuǎn)地區(qū)的英語教師重視閱讀策略教學(xué),轉(zhuǎn)變傳統(tǒng)閱讀教學(xué)只翻譯做題的觀念。通過選擇合適的閱讀材料,將閱讀策略訓(xùn)練與日常的課堂教學(xué)結(jié)合起來,幫助學(xué)生自主閱讀。
[Abstract]:With the improvement of the score of reading in the college entrance examination, it is of great practical significance to improve students' reading ability through the training of reading strategies.Although there has been a lot of research on reading strategy training in high school English teaching, there are few experiments on this subject in schools in poor areas.Especially in the poverty-stricken areas of Inner Mongolia, it is hoped that this experiment can to some extent improve students' feelings of fear of difficulties, stimulate students' interest in learning, and to some extent change students' reading habits.Form the consciousness of consciously using reading strategies.This paper introduces the concept, mode and strategy of reading, and analyzes the main reading strategies in detail.The specific assumption is: 1) the students with different reading strategies can master different reading strategies and use more reading strategies through the training of reading strategies.This paper mainly adopts the experimental method and interviews the students after the experiment in order to explain the experimental results.In this experiment, the students' mastery of reading strategies and reading skills was measured according to three common types of questions (gist, detail, and guesswork).The subjects of this experiment are 112 students in two parallel classes in the second year of XingUNITA Senior High School in Inner Mongolia.One as an experimental class, the other as a control class.Students have not studied reading strategies systematically before.Before training, all students are required to take a reading test and use this score as a reference for the experiment.The training period is eight weeks.Reading materials are required for four textbooks and exercise books.After eight weeks of training, all the students took the reading test again and all the data were processed by SPSS.The students with poor overall foundation can still benefit from it, and some students show obvious progress. (2) through the training of reading strategies, the students have made the most progress and the most obvious effect in the question of guess type.The teaching enlightenment of this study is that students should change their bad reading habits and suggest that English teachers in remote areas attach importance to the teaching of reading strategies and change the traditional concept that only translation is used in reading teaching.By selecting appropriate reading materials, combining reading strategy training with daily classroom teaching, students can read independently.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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本文編號：1727044