本文選題：能力架構(gòu) + 閱讀理解困難��； 參考：《天津師范大學》2017年碩士論文

【摘要】：閱讀能力是學生的基本能力,提高英語閱讀能力是高中英語教學的重要組成部分。閱讀困難是學生的閱讀水平?jīng)]有達到本階段能力要求,其根源是多方面的,如生理狀況、心理狀況、智力因素、認知水平和教學影響。對閱讀有效的干預是防止閱讀困難發(fā)生的有效途徑。本文研究了中國高中學生閱讀理解困難來源,研究對象是50名高中生,來自于一個完整的班級,該班級人數(shù)約占年級總?cè)藬?shù)的6.09%。其中的42名學生被篩選為有閱讀理解方面的困難,班級里面閱讀能力較高的學生和閱讀能力最低的學生不在該研究的范圍之內(nèi)。研究目的揭示造成高中學生閱讀理解困難的因素以及閱讀困難者的能力結(jié)構(gòu),從而為更有針對性的閱讀教學提供支持。首先運用了自我報告進行定性和定量的研究,學生的自我報告閱讀理解困難來源,目的是初步了解學生的觀點。從學生的反饋中總結(jié)出9個來源,分別是:推斷能力、詞匯知識、自我調(diào)控、抑制、錯誤識別、綜合信息、工作記憶,并計算了每種來源的支持率,研究分析了每一種來源及其不同支持率的原因。根據(jù)來源的支持率,能夠?qū)﹂喿x困難有初步的認識,更加了解學生的情況。本文還從詞匯理解、閱讀流暢性和準確性三個方面運用三種測試判斷閱讀困難者的5種有顯著區(qū)別的能力架構(gòu),研究對分別屬于這五種能力架構(gòu)的學生能力特點進行了分析,并分析了該結(jié)果對教學的指導價值,從而對分組教學提供了支持。由于樣本人數(shù)少,以上結(jié)果只為更大樣本研究提供假設(shè)。
[Abstract]:Reading ability is the basic ability of students, and improving English reading ability is an important part of high school English teaching. Reading difficulty is that the students' reading ability is not up to the requirement of this stage, and its root is many aspects, such as physiological condition, psychological condition, intelligence factor, cognitive level and teaching effect. Effective intervention in reading is an effective way to prevent dyslexia. This paper studies the sources of reading comprehension difficulties of Chinese senior high school students. The subjects of this study are 50 senior high school students from a complete class, which accounts for 6.09% of the total number of grades. Forty-two of the students were selected as having difficulty in reading comprehension, and the students with higher reading ability and those with the lowest reading ability were excluded from the scope of the study. The purpose of this study is to reveal the factors that cause the reading difficulty of senior high school students and the ability structure of the students with reading difficulties, so as to provide support for more targeted reading teaching. In this paper, a qualitative and quantitative study is carried out by using self-report. The purpose of this study is to understand the students' viewpoint. Nine sources were summed up from the students' feedback, namely: inference ability, lexical knowledge, self-regulation, inhibition, error recognition, comprehensive information, working memory, and the approval ratings for each source were calculated. The study analyzed each source and the reasons for its different popularity. According to the support of the source, can have a preliminary understanding of reading difficulties, a better understanding of the situation of students. This paper also uses three kinds of tests to judge the five distinct ability structures of the dyslexic students from the three aspects of vocabulary understanding, reading fluency and accuracy, and analyzes the characteristics of students' abilities which belong to the five kinds of competence structures. The paper also analyzes the guiding value of the result to teaching, thus providing support for group teaching. Because of the small sample size, the above results only provide assumptions for larger sample studies.
【學位授予單位】：天津師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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本文編號：2069763