本文選題：體裁分析教學(xué)法 + 課例研究�。� 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：英語(yǔ)閱讀能力是英語(yǔ)語(yǔ)言學(xué)習(xí)中重要的能力之一,在英語(yǔ)教學(xué)中一直備受重視。但是,英語(yǔ)教師受自身理論局限以及傳統(tǒng)教學(xué)方法的影響,出現(xiàn)了如下問(wèn)題:一、過(guò)分重視字詞的形式和用法講解,而忽視對(duì)其表意功能和交際目的的探究;二、忽視文本自身的特點(diǎn),包括不同文本的體裁特點(diǎn)。極大束縛了學(xué)生英語(yǔ)閱讀能力的發(fā)展,也與英語(yǔ)學(xué)科核心素養(yǎng)的要求背道而馳。體裁教學(xué)法為英語(yǔ)教學(xué)提供了新的視角和理論依據(jù)。體裁被認(rèn)為是一種交際事件,即作者因交際目的和對(duì)象不同而采用特定的篇章結(jié)構(gòu)和語(yǔ)言表達(dá)。基于體裁的英語(yǔ)閱讀教學(xué)從這一點(diǎn)出發(fā),目的在于喚起學(xué)習(xí)者對(duì)不同體載文章結(jié)構(gòu)、修辭和語(yǔ)言特點(diǎn)的關(guān)注。英語(yǔ)教師在英語(yǔ)閱讀課堂中重復(fù)這些特征,為高中英語(yǔ)閱讀課的設(shè)計(jì)提供不同于傳統(tǒng)教學(xué)架構(gòu)的框架結(jié)構(gòu),從而幫助學(xué)生掌握不同語(yǔ)篇的體裁特征,能夠讓學(xué)生掌握不同體裁語(yǔ)篇的大意和寫(xiě)作特點(diǎn),對(duì)學(xué)生提高閱讀的質(zhì)量和英語(yǔ)思維品質(zhì)都有著積極意義。本研究為課例研究,因此其所采用的的結(jié)構(gòu)與體例與一般的行動(dòng)研究有所不同。本課例研究針對(duì)特定的英語(yǔ)閱讀課,由筆者牽頭組織、有專家指導(dǎo)、以合作方式進(jìn)行基于體裁的高中英語(yǔ)閱讀課教學(xué)設(shè)計(jì)。通過(guò)反復(fù)實(shí)踐、觀察評(píng)析、教師反思、學(xué)生反饋、多次打磨,以探究體裁教學(xué)法對(duì)高中英語(yǔ)閱讀課和教師教學(xué)行為以及學(xué)生學(xué)習(xí)行為的影響。本課例研究研究始終關(guān)注以下問(wèn)題:1.如何深入解讀閱讀文本的體裁特點(diǎn),并據(jù)此設(shè)計(jì)閱讀課的教學(xué)目標(biāo)?2.如何依據(jù)體現(xiàn)體裁特點(diǎn)的教學(xué)目標(biāo)設(shè)計(jì)閱讀活動(dòng)和選擇教學(xué)策略?3.基于體裁的閱讀課例研究,是否提高了學(xué)生對(duì)文本的意義理解和信息運(yùn)用能力?本課例研究對(duì)象為江蘇某四星級(jí)高中高一學(xué)生,課例研究團(tuán)隊(duì)為該中學(xué)5位英語(yǔ)教師。本論文中呈現(xiàn)了對(duì)記敘文和說(shuō)明文兩種體裁文章教學(xué)的兩項(xiàng)課例研究過(guò)程實(shí)錄。在記敘文體裁的課例研究中,我們以記敘文體裁的時(shí)間線索為切入點(diǎn),引導(dǎo)學(xué)生關(guān)注文本“倒敘”的結(jié)構(gòu)特點(diǎn),并探討關(guān)鍵字句選擇與作者思想情感表達(dá)之間的關(guān)系。學(xué)生在這次課例研究后的模仿寫(xiě)作中,不僅注意時(shí)間了線索,而且能夠注意措辭,顯示了體裁教學(xué)的效果。在說(shuō)明文體裁文章的課例研究中,我們重點(diǎn)關(guān)注作者如何通過(guò)合理的文章結(jié)構(gòu)和字詞選擇來(lái)達(dá)到其交際目的,主要采用理解與評(píng)價(jià)層面的設(shè)問(wèn)來(lái)引導(dǎo)學(xué)生理解說(shuō)明文體裁文本的特點(diǎn),培養(yǎng)學(xué)生的“讀者意識(shí)”;此次體裁課例研究的成效在學(xué)生制作的旅行手冊(cè)中得到了顯示。通過(guò)兩輪課例研究的實(shí)踐,摸索出以體裁分析理論為基礎(chǔ)的適合當(dāng)前教學(xué)情況的高中英語(yǔ)閱讀課教學(xué)方案。該方案引導(dǎo)學(xué)生從對(duì)文本的表層理解走向深層次的探究,提高了學(xué)生的理解和運(yùn)用能力。對(duì)于更多體裁特點(diǎn)文章的教學(xué)設(shè)計(jì)與實(shí)踐,還有待進(jìn)一步探索。
[Abstract]:English reading ability is one of the most important abilities in English language learning, which has been attached great importance to in English teaching. However, under the influence of their own theoretical limitations and traditional teaching methods, English teachers have the following problems: first, paying too much attention to the explanation of the form and usage of words, while neglecting the exploration of their ideographic functions and communicative purposes; Ignore the characteristics of the text itself, including the genres of different texts. It greatly restrains the development of students' English reading ability and runs counter to the requirements of English core literacy. Genre approach provides a new perspective and theoretical basis for English teaching. Genre is considered to be a communicative event, in which the author adopts specific textual structure and language expression for different communicative purposes and objects. From this point of view, genre-based English reading teaching aims at arousing learners' attention to the structure, rhetoric and language characteristics of different types of text. English teachers repeat these features in the English reading class, which provides a framework structure different from the traditional teaching framework for the design of English reading classes in senior high schools, thus helping students grasp the genre characteristics of different texts. It can help students master the general idea and writing characteristics of different genres, and it has positive significance for students to improve their reading quality and English thinking quality. This study is a case study, so its structure and style are different from general action research. This case study aims at a specific English reading class, organized by the author and directed by an expert, to design a genre-based English reading course for senior high school students in a cooperative manner. Through repeated practice, observation and analysis, teacher reflection, student feedback, and repeated grinding, this paper explores the influence of genre approach on English reading class, teachers' teaching behavior and students' learning behavior in senior high school. This case study has always focused on the following question: 1. How to deeply interpret the genre characteristics of reading text and design the teaching goal of reading course. 2. How to design reading activities and choose teaching strategies according to the teaching objectives that embody the characteristics of genre. Does the genre-based reading case study improve students' understanding of the meaning of the text and their ability to use information? The subjects of this study are four-star senior high school students in Jiangsu province. The case study team is 5 English teachers in this middle school. In this paper, there are two course cases in the teaching of narrative text and narrative text. In the case study of narrative genre, we take the time clues of narrative genre as the starting point to guide students to pay attention to the structural characteristics of the text "flashback", and to explore the relationship between the choice of key words and sentences and the expression of the author's thoughts and feelings. In this case study, students pay attention not only to time clues, but also to wording, which shows the effect of genre teaching. In the case study of narrative genre, we focus on how the author can achieve his communicative purpose through reasonable text structure and word selection. This paper mainly uses the level of understanding and evaluation to guide students to understand the characteristics of the genre text, and to cultivate the students'"reader consciousness". The effectiveness of the case study is shown in the travel handbook made by the students. Through the practice of two rounds of case study, this paper tries to find out the teaching scheme of English reading course in senior high school based on the theory of genre analysis, which is suitable for the current teaching situation. The program guides students from understanding the text to a deeper level and improves students' ability to understand and use it. The teaching design and practice of more genre characteristic articles need to be further explored.
【學(xué)位授予單位】：南京師范大學(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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本文編號(hào)：1870718