本文選題：窄式閱讀 + 英語閱讀輔導(dǎo)�。� 參考：《閩南師范大學(xué)》2017年碩士論文

【摘要】：閱讀作為在當(dāng)今學(xué)生學(xué)習(xí)中占據(jù)比重較大的技能,是英語教學(xué)中不可缺少的組成部分。然而,目前學(xué)生的閱讀現(xiàn)狀以及高中英語閱讀教學(xué)狀況并不如人意。學(xué)生對(duì)于閱讀缺乏興趣,教師傳授閱讀方法傳統(tǒng)且單一,老師也并沒有對(duì)閱讀進(jìn)行系統(tǒng)的輔導(dǎo)。本研究提出基于窄式閱讀的英語閱讀輔導(dǎo)。窄式閱讀是克拉申提出的“讀者在短時(shí)間內(nèi)對(duì)于同種類型、同種主題或者同個(gè)作者寫出的作品進(jìn)行閱讀的學(xué)習(xí)策略。”窄式閱讀可以幫助學(xué)生積累大量相關(guān)聯(lián)的詞匯、掌握與主題相關(guān)聯(lián)的文化背景知識(shí)、熟悉文章的語篇結(jié)構(gòu),解決學(xué)生閱讀效率低下的困境。本次研究中,筆者隨機(jī)抽取福建省某市某中學(xué)高一年的兩個(gè)平行班,共100名學(xué)生為實(shí)驗(yàn)對(duì)象,其中實(shí)驗(yàn)班和參照班各50人。筆者嘗試將窄式閱讀應(yīng)用于高中英語閱讀,對(duì)學(xué)生進(jìn)行閱讀輔導(dǎo)。實(shí)驗(yàn)過程中,采用前測(cè)、后測(cè)、訪談以及問卷調(diào)查等方法對(duì)學(xué)生進(jìn)行相關(guān)研究。實(shí)驗(yàn)將采用SPSS21.0軟件對(duì)前后測(cè)數(shù)據(jù)進(jìn)行對(duì)比分析,來檢驗(yàn)以下三個(gè)假設(shè):第一,運(yùn)用窄式閱讀進(jìn)行高中英語閱讀輔導(dǎo)后,實(shí)驗(yàn)班學(xué)生的總體閱讀水平比對(duì)照班學(xué)生有更顯著的提高。第二,運(yùn)用窄式閱讀進(jìn)行高中英語閱讀輔導(dǎo)后,學(xué)生在閱讀中對(duì)五種閱讀類型的理解有明顯的提升。第三,運(yùn)用窄式閱讀進(jìn)行高中英語閱讀輔導(dǎo)后,學(xué)生在閱讀中的主觀能動(dòng)性有顯著的提高。經(jīng)過一段輔導(dǎo)時(shí)間之后,該實(shí)驗(yàn)證明:窄式閱讀能讓學(xué)生的總體閱讀水平有顯著的提高。從五種閱讀理解類型來看,實(shí)驗(yàn)前后測(cè)表明,學(xué)生在“理解文中具體信息”、“做出簡(jiǎn)單判斷和推測(cè)”、“根據(jù)上下文推斷生詞的詞義”、“理解作者的意圖和觀點(diǎn)”這四種題型上成績(jī)有顯著提高,但在“理解主旨要義”題型上成績(jī)有所提高,但不明顯。此外,在對(duì)問卷進(jìn)行分析后,數(shù)據(jù)也表明學(xué)生在閱讀中的主觀能動(dòng)性也明顯提升了。由此可見,窄式閱讀在一定程度上可以彌補(bǔ)傳統(tǒng)閱讀輔導(dǎo)方式的不足,提高學(xué)生的閱讀技巧,從而提高學(xué)生的閱讀水平。由此可見,窄式閱讀在一定程度上可以彌補(bǔ)傳統(tǒng)閱讀輔導(dǎo)方式的不足,提高學(xué)生的閱讀水平。
[Abstract]:Reading is an indispensable part of English teaching. However, the present situation of students' reading and the teaching of English reading in senior high school are not satisfactory. Students lack interest in reading, teachers teach traditional and single reading methods, and teachers do not provide systematic guidance for reading. This study proposes a narrow-reading guidance for English reading. Narrow reading is the "learning strategy for readers to read the same type, subject matter, or work written by the same author in a short period of time." Narrow reading can help students accumulate a large amount of related vocabulary, master the cultural background knowledge related to the topic, familiarize themselves with the text structure of the article, and solve the problem of students' reading inefficiency. In this study, the author randomly selected two parallel classes of a middle school in a certain city of Fujian Province in the first year of senior middle school. A total of 100 students were selected as experimental subjects, including 50 students in the experimental class and 50 in the reference class. The author tries to apply narrow reading to English reading in senior high school. In the course of the experiment, the students were studied by the methods of pre-test, post-test, interview and questionnaire. The experiment will use SPSS21.0 software to compare the data before and after testing, to test the following three hypotheses: first, the use of narrow reading for senior high school English reading tutoring, The overall reading level of the experimental class was significantly higher than that of the control class. Second, the use of narrow reading in senior high school English reading tutoring, students in the reading of the five types of reading comprehension has significantly improved. Thirdly, using narrow reading to guide English reading in senior high school, students' subjective initiative in reading has been improved significantly. After a period of tutoring, the experiment proved that narrow reading can significantly improve students' overall reading level. From the five types of reading comprehension, the pre-and post-experiment tests show that students "understand the specific information in the text", "make simple judgments and speculations", "infer the meaning of new words according to context", "understanding the author's intention and point of view" is a significant improvement in the four types of the achievement, but in the "understanding the main meaning", the achievement has been improved, but not obvious. In addition, after analyzing the questionnaire, the data also show that the students' subjective initiative in reading has improved significantly. Thus, to some extent, narrow reading can make up for the deficiency of traditional reading guidance, improve students' reading skills and thus improve students' reading level. It can be seen that narrow reading can make up for the deficiency of traditional reading guidance to some extent and improve students' reading level.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 廉紅英;錢小芳;;窄式閱讀對(duì)高中生閱讀能力影響的實(shí)驗(yàn)研究[J];瘋狂英語(教師版);2015年04期

2 趙云利;;基于窄式閱讀的續(xù)寫寫長(zhǎng)——“學(xué)伴用隨”原則在英語寫作教學(xué)中的應(yīng)用研究[J];語文學(xué)刊(外語教育教學(xué));2014年10期

3 彭美林;;新課改背景下高中英語閱讀教學(xué)研究[J];海外英語;2014年15期

4 卞格云;;專題閱讀理論對(duì)高中英語教學(xué)的啟示[J];中學(xué)生英語;2014年20期

5 張芳紅;;閱讀強(qiáng)化與窄式閱讀對(duì)英語詞匯學(xué)習(xí)效果的影響[J];天水師范學(xué)院學(xué)報(bào);2014年03期

6 譚玲;;窄式聽力教學(xué)法文獻(xiàn)綜述[J];湖北廣播電視大學(xué)學(xué)報(bào);2013年12期

7 柳元春;;運(yùn)用窄式閱讀策略,提高高中生的英語閱讀能力[J];中學(xué)時(shí)代;2013年14期

8 楊欣泉;;論窄式閱讀在高中英語閱讀訓(xùn)練中的應(yīng)用[J];英語廣場(chǎng)(學(xué)術(shù)研究);2013年02期

9 宋月琴;;窄式聽力策略在大學(xué)英語新聞聽力教學(xué)中的應(yīng)用[J];忻州師范學(xué)院學(xué)報(bào);2012年06期

10 劉陽;;探析“專題閱讀”理論中的詞匯附帶習(xí)得[J];科教文匯(中旬刊);2012年10期

相關(guān)碩士學(xué)位論文 前6條

1 程[，

本文編號(hào)：1957587