本文選題：社會(huì)文化理論 + 高中閱讀教學(xué)　； 參考：《寧波大學(xué)》2017年碩士論文

【摘要】：英語(yǔ)閱讀教學(xué)一直都是中學(xué)英語(yǔ)課堂上的一項(xiàng)重要任務(wù),毫無(wú)疑問(wèn),對(duì)高中階段學(xué)生閱讀能力的培養(yǎng)至關(guān)重要。但是在現(xiàn)實(shí)的英語(yǔ)閱讀教學(xué)課堂中,仍存在許多問(wèn)題,如教學(xué)設(shè)計(jì)趨于程序化和模式化,忽略了學(xué)生的閱讀體驗(yàn)過(guò)程;教師的問(wèn)題設(shè)計(jì)缺乏科學(xué)性,阻礙了學(xué)生的閱讀進(jìn)程,使學(xué)生對(duì)閱讀失去興趣;機(jī)械的閱讀過(guò)程無(wú)法使學(xué)生將文本語(yǔ)言進(jìn)行內(nèi)化和輸出。這些都對(duì)英語(yǔ)閱讀課堂的教學(xué)效果產(chǎn)生了嚴(yán)重的不良影響。本文以社會(huì)文化理論、合作學(xué)習(xí)理論、二語(yǔ)習(xí)得理論以及圖式閱讀理論為基礎(chǔ),分析了社會(huì)文化理論視域下高中英語(yǔ)閱讀教學(xué)的內(nèi)涵和特征,同時(shí)結(jié)合觀察、訪談、問(wèn)卷調(diào)查等方法對(duì)寧波市L中學(xué)A班進(jìn)行了行動(dòng)研究,試圖探索出社會(huì)文化理論視角下高中英語(yǔ)閱讀教學(xué)的有效途徑。本論文可分成三大部分:第一部分是論文的前三章,是本研究的理論基礎(chǔ)部分。第一章主要介紹本研究的背景、研究目的與意義、研究方法。第二章介紹國(guó)內(nèi)外對(duì)高中英語(yǔ)閱讀教學(xué)和社會(huì)文化理論的相關(guān)研究,包括閱讀內(nèi)涵、閱讀教學(xué)模式、閱讀策略,以及基于社會(huì)文化理論的外語(yǔ)教學(xué)研究。第三章是理論基礎(chǔ),本研究在社會(huì)文化理論、合作學(xué)習(xí)理論、二語(yǔ)習(xí)得理論、圖式閱讀理論的基礎(chǔ)上為高中英語(yǔ)閱讀教學(xué)研究尋找理論支持。第二部分是論文的第四、五、六章,是本研究的主要內(nèi)容。第四章提出了社會(huì)文化理論視域下高中英語(yǔ)閱讀教學(xué)的內(nèi)涵:它是在教師指導(dǎo)下開(kāi)展的以師生、生生對(duì)話為基礎(chǔ),逐步推進(jìn)學(xué)生與文本之間的對(duì)話,最終與作者產(chǎn)生思想碰撞和精神交流的過(guò)程,并分析了社會(huì)文化理論視角下高中英語(yǔ)閱讀教學(xué)的特征:情境性、合作性、批判反思性和生成性;第五章為行動(dòng)研究的計(jì)劃與實(shí)施,筆者通過(guò)課堂觀察、訪談、問(wèn)卷調(diào)查等方式收集資料,在寧波市L中學(xué)開(kāi)展為期四個(gè)月的行動(dòng)研究(共三輪),展現(xiàn)了英語(yǔ)課堂上閱讀教學(xué)活動(dòng)不斷改進(jìn)和完善的過(guò)程。第六章為研究建議,在前文的基礎(chǔ)上,提出優(yōu)化高中英語(yǔ)閱讀教學(xué)的策略。第三部分是論文的第七章,為結(jié)語(yǔ)部分,主要是對(duì)本研究不足之處的反思與對(duì)未來(lái)的展望。本文希望通過(guò)對(duì)社會(huì)文化理論視角下高中英語(yǔ)閱讀教學(xué)的研究,幫助更多的英語(yǔ)教育者了解社會(huì)文化理論,并在該理論的指導(dǎo)下開(kāi)展高中英語(yǔ)閱讀教學(xué),優(yōu)化課堂教學(xué)狀況。
[Abstract]:English reading teaching has always been an important task in the middle school English classroom. Undoubtedly, it is very important for the high school students to develop their reading ability. However, there are still many problems in the classroom of English reading teaching, such as the teaching design tends to be programmed and stylized, the students' reading experience process is neglected, and the teachers' problem design is lack of scientific nature, which hinders the students' reading process. Make students lose interest in reading; mechanical reading process can not enable students to internalize and output text language. All of these have had a serious negative impact on the teaching effect of English reading class. Based on sociocultural theory, cooperative learning theory, second language acquisition theory and schema reading theory, this paper analyzes the connotation and characteristics of English reading teaching in senior high school from the perspective of sociocultural theory. In order to explore the effective ways of English reading teaching in senior high school from the perspective of sociocultural theory, this paper makes an action study on class A of L Middle School in Ningbo City by means of questionnaire investigation. This paper can be divided into three parts: the first part is the first three chapters, which is the theoretical basis of this study. The first chapter mainly introduces the background, research purpose and significance, research methods. The second chapter introduces the research on reading teaching and sociocultural theory in senior high school at home and abroad, including reading connotation, reading teaching mode, reading strategy and foreign language teaching research based on social culture theory. The third chapter is the theoretical basis. Based on the sociocultural theory, cooperative learning theory, second language acquisition theory and schema reading theory, this study seeks theoretical support for the study of English reading teaching in senior high schools. The second part is the fourth, fifth and sixth chapters of the thesis, which is the main content of this study. The fourth chapter puts forward the connotation of English reading teaching in senior high school from the perspective of sociocultural theory: it is based on teacher-student, student-student dialogue, and promotes the dialogue between students and texts step by step under the guidance of teachers. Finally, it analyses the characteristics of English reading teaching in senior high school from the perspective of sociocultural theory: situational, cooperative, critical, reflective and generative. The fifth chapter is the plan and implementation of action research. The author collects information through classroom observation, interview, questionnaire and so on. A four-month action study was conducted in Ningbo L Middle School (three rounds) to demonstrate the continuous improvement and improvement of reading teaching activities in the English classroom. The sixth chapter is the research recommendations, on the basis of the above, put forward the strategy of optimizing English reading teaching in senior high school. The third part is the seventh chapter of the thesis, which is the conclusion part, mainly reflects on the shortcomings of this study and prospects for the future. This paper hopes to help more English educators to understand the theory of social culture through the research of reading teaching in senior high school from the perspective of sociocultural theory, and to carry out the teaching of English reading in senior high school under the guidance of the theory, and to optimize the teaching situation in the classroom.
【學(xué)位授予單位】：寧波大學(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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