本文選題：英語閱讀成績 + 場依存��； 參考：《牡丹江師范學(xué)院》2017年碩士論文

【摘要】：新一輪的教學(xué)改革,倡導(dǎo)以學(xué)生為主體,教師為主導(dǎo)的課堂模式。學(xué)生個(gè)體差異引起了教師的注意。每個(gè)人組織,分析和回憶新信息和經(jīng)驗(yàn)的方式稱為認(rèn)知風(fēng)格。認(rèn)知風(fēng)格是個(gè)體差異的重要組成部分。認(rèn)知風(fēng)格在學(xué)生接收、分析和處理信息的過程中起著重要的作用。場依存型和場獨(dú)立型認(rèn)知風(fēng)格是兩種最重要的認(rèn)知風(fēng)格。場依存型認(rèn)知風(fēng)格學(xué)習(xí)者以外界標(biāo)準(zhǔn)作為參照物,分析能力差,但合作能力和適應(yīng)環(huán)境能力強(qiáng),適合習(xí)得型學(xué)習(xí)。場獨(dú)立型認(rèn)知風(fēng)格學(xué)習(xí)者分析能力強(qiáng),以自身經(jīng)驗(yàn)作為判斷標(biāo)準(zhǔn),自主學(xué)習(xí)能力強(qiáng),但人際交往能力差,適合傳統(tǒng)講授型學(xué)習(xí)。因此,了解學(xué)生的認(rèn)知風(fēng)格有利于教師找到合適的教學(xué)方法,幫助學(xué)生提高學(xué)習(xí)成績。閱讀是人類思維過程中的一種認(rèn)知過程,它是讀者與文本之間的互動(dòng)。閱讀作為英語學(xué)習(xí)的四項(xiàng)技能之一,是最主要的獲取信息的方式。高中生已經(jīng)形成了穩(wěn)定的認(rèn)知風(fēng)格。學(xué)生的認(rèn)知風(fēng)格與閱讀成績有著密切的關(guān)系。所以,有必要探討高中生場依存型/場獨(dú)立型認(rèn)知風(fēng)格與英語閱讀成績之間的關(guān)系。本文首先對場依存型/場獨(dú)立型認(rèn)知風(fēng)格與英語閱讀做了介紹。然后,本研究對國內(nèi)外對于場依存型/場獨(dú)立型認(rèn)知風(fēng)格以及英語閱讀進(jìn)行了研究。本文采用問卷與測試的方法,以牡丹江市第一高級(jí)中學(xué)高一的120名學(xué)生為研究對象。采用認(rèn)知風(fēng)格圖形測試和問卷來確定學(xué)生的認(rèn)知風(fēng)格,并且對學(xué)生英語閱讀水平進(jìn)行了測試。通過SPSS 22.0對問卷和英語閱讀測試的數(shù)據(jù)進(jìn)行了信效度檢測,并做了描述性分析和皮爾遜相關(guān)性分析,結(jié)果表明(1)場獨(dú)立型認(rèn)知風(fēng)格對高中生英語閱讀成績有積極影響;場依存型認(rèn)知風(fēng)格對高中生英語閱讀成績影響不大。(2)在英語閱讀成績中,場獨(dú)立型認(rèn)知風(fēng)格對完型填空,七選五和文章主旨大意有積極影響:場依存型認(rèn)知風(fēng)格對閱讀問題類型影響不大。本研究對學(xué)生和教師提出了一些建議,希望在高中英語閱讀教學(xué)中對教師的教和學(xué)生的學(xué)具有一些參考價(jià)值。
[Abstract]:The new round of teaching reform advocates a student-oriented and teacher-led classroom model. Individual differences in students have attracted the attention of teachers. The way everyone organizes, analyzes, and recalls new information and experiences is called cognitive style. Cognitive style is an important part of individual differences. Cognitive style plays an important role in the process of receiving, analyzing and processing information. Field-dependent and field-independent cognitive styles are the two most important cognitive styles. Field dependent cognitive style learners take the external standard as the reference, but the ability of analysis is poor, but the ability to cooperate and adapt to the environment is strong, which is suitable for acquisition learning. Field independent cognitive style learners have strong analytical ability and use their own experience as the criterion of judgment. They have strong autonomous learning ability, but poor interpersonal communication ability, which is suitable for traditional teaching learning. Therefore, understanding students' cognitive style is helpful for teachers to find appropriate teaching methods and help students improve their academic performance. Reading is a cognitive process in the course of human thinking, and it is the interaction between readers and texts. As one of the four skills in English learning, reading is the most important way to get information. High school students have formed a stable cognitive style. Students' cognitive style is closely related to their reading achievement. Therefore, it is necessary to explore the relationship between field dependent / field independent cognitive style and English reading achievement. This paper first introduces the field-dependent / field-independent cognitive style and English reading. Then, the present study studies the field-dependent / field-independent cognitive style and English reading at home and abroad. In this paper, 120 students in Mudanjiang No. 1 Senior Middle School were chosen as the research objects by questionnaire and test. The cognitive style graph test and questionnaire were used to determine the students' cognitive style, and the students' English reading level was tested. The reliability and validity of questionnaire and English reading test data were tested by SPSS 22.0, and descriptive analysis and Pearson correlation analysis were done. The results showed that field independent cognitive style had a positive effect on high school students' English reading achievement. Field-dependent cognitive style has little effect on English reading scores of senior high school students. (2) in English reading scores, field-independent cognitive styles fill in the blanks of cloze. There is a positive effect on the main idea of the essay: the field-dependent cognitive style has little effect on the type of reading problem. This study provides some suggestions for students and teachers, hoping that it will be of some reference value to teachers and students in English reading teaching in senior high school.
【學(xué)位授予單位】：牡丹江師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

【參考文獻(xiàn)】

中國期刊全文數(shù)據(jù)庫 前5條

1 張健;韓玉昌;張健東;;認(rèn)知風(fēng)格和性別對不同類型框架效應(yīng)的影響[J];遼寧師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2015年01期

2 陳艷君;劉德軍;;場依賴和場獨(dú)立視野下的英語寫作研究[J];湖南第一師范學(xué)院學(xué)報(bào);2011年02期

3 蘇愛瓊;;場依存性、場獨(dú)立性與商務(wù)英語閱讀教學(xué)[J];教育與教學(xué)研究;2009年12期

4 戴運(yùn)財(cái);場獨(dú)立/依靠的認(rèn)知方式和第二語言習(xí)得[J];外語教學(xué)與研究;2002年03期

5 朱中都;場獨(dú)立性與場依賴性風(fēng)格對外語學(xué)習(xí)的影響[J];外語與外語教學(xué);2002年04期

中國碩士學(xué)位論文全文數(shù)據(jù)庫 前2條

1 陳雙敏;初中生場獨(dú)立/場依存認(rèn)知方式與英語完形填空成績相關(guān)性研究[D];福建師范大學(xué);2016年

2 劉三汝;場獨(dú)立/場依存認(rèn)知風(fēng)格對英語學(xué)習(xí)成績的影響[D];贛南師范學(xué)院;2014年

，

本文編號(hào)：1809426