本文選題：英語學(xué)困生 + 閱讀策略訓(xùn)練　； 參考：《內(nèi)蒙古師范大學(xué)》2017年碩士論文

【摘要】：2011年教育部頒布的《普通高中英語課程標(biāo)準(zhǔn)》關(guān)于實(shí)施建議中指出“要培養(yǎng)學(xué)生的閱讀策略能力”,這給教師提出了更高的要求,尤其對于旗縣區(qū)的英語教師們和學(xué)習(xí)困難的學(xué)生,由于英語知識薄弱,主動性差,缺乏系統(tǒng)的閱讀策略指導(dǎo)和訓(xùn)練等原因,導(dǎo)致英語閱讀教學(xué)舉步維艱。近年來,已經(jīng)有相關(guān)的研究表明英語閱讀策略訓(xùn)練具有可教性并且能夠提高學(xué)困生的閱讀能力(孟悅2003,2004;劉瓊2012;陳靜2004)。因此,本研究以前人已有的研究成果為基礎(chǔ),嘗試應(yīng)用行動研究的方法,對旗縣區(qū)的高一英語學(xué)困生實(shí)施了為期十二周的英語閱讀策略訓(xùn)練。在策略培訓(xùn)期間,研究者嘗試回答以下三個問題:(一)旗縣區(qū)高中英語學(xué)困生的閱讀策略使用現(xiàn)狀是什么?(二)英語閱讀策略訓(xùn)練能否提高學(xué)困生的閱讀能力?(三)學(xué)困生對英語閱讀策略訓(xùn)練有何態(tài)度?本研究的實(shí)驗(yàn)對象為研究者所教兩個班的學(xué)生,其中挑選93人。研究者利用每周晚自習(xí)的兩節(jié)課時間分別對學(xué)生進(jìn)行英語閱讀策略的訓(xùn)練。訓(xùn)練材料以呼和浩特市中考英語閱讀理解真題為基礎(chǔ),指導(dǎo)方法參考了相關(guān)的英語閱讀策略而設(shè)計(jì):包括概念、使用范圍、提問形式、使用方法、教師演示練習(xí)、學(xué)生鞏固練習(xí)。整個研究過程分為兩階段,第一階段為教授策略階段,為時六周;第二階段為練習(xí)強(qiáng)化階段,為時六周。其中第一階段的訓(xùn)練模式為:(一)講解(二)練習(xí)(三)評價(四)鞏固。第二階段為綜合練習(xí)階段,其訓(xùn)練模式仿照第一階段的第四步。通過對比兩個實(shí)驗(yàn)班的前后測驗(yàn)成績,研究者發(fā)現(xiàn)兩個班的成績均得到了明顯提高。通過第三次訪談分析發(fā)現(xiàn)學(xué)生的英語學(xué)習(xí)積極性有顯著提高。實(shí)驗(yàn)證明閱讀策略培訓(xùn)同樣對旗縣區(qū)的學(xué)困生有效。此次研究是對旗縣區(qū)英語學(xué)困生閱讀學(xué)習(xí)開展的初步嘗試,可以為相似地區(qū)的英語教師提供一定的鑒見。同時本研究也有一定的局限性,期望在日后的研究中得到改善。
[Abstract]:The English Curriculum Standard for General Senior High School issued by the Ministry of Education in 2011 points out in the implementation recommendations that "students should be trained in reading strategies", which puts forward higher requirements for teachers. Especially for English teachers and students with learning difficulties, English reading teaching is difficult because of weak English knowledge, poor initiative and lack of systematic reading strategy guidance and training. In recent years, some relevant studies have shown that English reading strategy training can be taught and can improve the reading ability of students with learning difficulties (Meng Yue 2003,2004, 2012and Chen Jing 2004). Therefore, based on the previous research results, this paper attempts to apply the method of action research to implement a 12-week English reading strategy training for senior high school students with English learning disabilities in Qi County. During the course of strategy training, the researcher tries to answer the following three questions: (1) what is the current situation of reading strategies used by senior high school students with English learning disabilities in the county? (2) can English reading strategy training improve the reading ability of students with learning difficulties? (C) of the attitude of students with learning difficulties towards English reading strategy training? In this study, 93 students were selected from two classes taught by the researchers. The students were trained in English reading strategies during the two classes each week. The training materials are based on the authentic reading comprehension questions in Hohhot City. The guiding methods are designed with reference to relevant English reading strategies, including concepts, scope of use, form of questioning, methods of use, teachers' demonstration exercises, etc. The students consolidated their practice. The whole research process is divided into two stages, the first stage is the stage of teaching strategy, lasting six weeks, and the second stage is the stage of practice reinforcement, which lasts for six weeks. In the first stage, the training mode is: (1) explanation (2) practice (3) evaluation (4) consolidation. The second stage is the comprehensive training stage, its training model is the fourth step of the first stage. By comparing the results of the two experimental classes before and after the test, the researchers found that the results of the two classes were significantly improved. Through the analysis of the third interview, it is found that the students' enthusiasm for English learning has been improved significantly. The experiment proves that reading strategy training is also effective for students with learning difficulties. This study is a preliminary attempt of reading learning for English learning disabled students in Qi County, which can provide some advice for English teachers in similar areas. At the same time, this study also has some limitations, expect to be improved in the future.
【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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