【摘要】：英語(yǔ)閱讀,作為一種重要的輸入,不僅是高中英語(yǔ)課堂教學(xué)的重要組成部分,而且在高考中也占據(jù)了相當(dāng)重要的地位。2016年頒布的《普通高中英語(yǔ)課程標(biāo)準(zhǔn)(征求意見(jiàn)稿)》圍繞“學(xué)科核心素養(yǎng)”這一概念提出了英語(yǔ)學(xué)科四大素養(yǎng)---語(yǔ)言能力、文化品格、思維品質(zhì)和學(xué)習(xí)能力,而學(xué)好英語(yǔ)閱讀對(duì)高中生英語(yǔ)學(xué)科核心素養(yǎng)的培養(yǎng)將起到至關(guān)重要的作用,然而目前高中英語(yǔ)閱讀教學(xué)現(xiàn)狀并不是那么令人滿(mǎn)意。實(shí)際的英語(yǔ)閱讀教學(xué)中,往往缺少閱讀技巧和閱讀策略的引導(dǎo),學(xué)生自主閱讀能力得不到充分培養(yǎng),學(xué)生的閱讀興趣得不到激發(fā)。故在閱讀教學(xué)中,教師需要使用有效的教學(xué)方法和策略,在幫助學(xué)生積累更多的語(yǔ)言知識(shí)的同時(shí),培養(yǎng)學(xué)生使用恰當(dāng)且有效的閱讀策略,最終促進(jìn)發(fā)展學(xué)生的核心素養(yǎng)。思維導(dǎo)圖則是其中一種行之有效的教學(xué)方法和技巧,自其于20世紀(jì)70年代被托尼博贊提出后,便逐漸被運(yùn)用到社會(huì)各個(gè)領(lǐng)域,包括教育行業(yè)。將思維導(dǎo)圖運(yùn)用于英語(yǔ)閱讀教學(xué)中也取得了相應(yīng)的成效。為保證該研究的可行性,筆者在實(shí)驗(yàn)初期隨機(jī)向來(lái)自四川省7個(gè)地市州的30所普通高中學(xué)校的177名高中英語(yǔ)教師發(fā)放了“思維導(dǎo)圖在高中英語(yǔ)教學(xué)中的應(yīng)用情況調(diào)查問(wèn)卷”。根據(jù)問(wèn)卷結(jié)果顯示,43%的老師不怎么了解甚至完全不了解思維導(dǎo)圖;33%的老師從未在英語(yǔ)課堂上使用過(guò)思維導(dǎo)圖,但98.8%的老師希望得到如何在英語(yǔ)教學(xué)中使用思維導(dǎo)圖方面的指導(dǎo);36.6%的老師將思維導(dǎo)圖運(yùn)用到英語(yǔ)閱讀教學(xué)中,但只有26.8%的老師覺(jué)得效果非常好。先前各專(zhuān)家學(xué)者的研究結(jié)果表明思維導(dǎo)圖能夠很好地提升學(xué)生的英語(yǔ)閱讀效率,然而此次問(wèn)卷結(jié)果卻與之相差甚遠(yuǎn)。因此為了證明思維導(dǎo)圖確實(shí)對(duì)學(xué)生的閱讀效率和閱讀能力有所幫助,本文以來(lái)自成都棠湖外語(yǔ)實(shí)驗(yàn)學(xué)校高二年級(jí)兩個(gè)平行班的102名學(xué)生為研究對(duì)象,教師把思維導(dǎo)圖運(yùn)用到英語(yǔ)閱讀教學(xué)中以幫助學(xué)生更好地理解文章結(jié)構(gòu),指導(dǎo)學(xué)生使用閱讀策略;同時(shí),學(xué)生通過(guò)在閱讀課上完成思維導(dǎo)圖,提高自身閱讀效率。本研究通過(guò)師生問(wèn)卷、師生半結(jié)構(gòu)化采訪及課堂觀察驗(yàn)證了思維導(dǎo)圖在高中英語(yǔ)閱讀教學(xué)中是可行且有效的。最終也驗(yàn)證了思維導(dǎo)圖的確能激發(fā)學(xué)生進(jìn)行英語(yǔ)閱讀的興趣和動(dòng)機(jī),訓(xùn)練學(xué)生使用閱讀策略,從而提高閱讀效率、培養(yǎng)學(xué)生的閱讀能力。此外,筆者還發(fā)現(xiàn)思維導(dǎo)圖對(duì)學(xué)生閱讀效率的提高通常針對(duì)中等及優(yōu)秀學(xué)生,其效果對(duì)后進(jìn)生并不明顯。最后,筆者對(duì)在高中英語(yǔ)閱讀教學(xué)中使用思維導(dǎo)圖所遇到的問(wèn)題提出一些建議。
[Abstract]:English reading, as an important input, is not only an important part of English teaching in senior high school. And it also occupies a very important position in the college entrance examination. The English Curriculum Standard of General Senior High School (draft for comments) issued in 2016 puts forward four major qualities of English language ability and cultural character around the concept of "subject core accomplishment". The quality of thinking and learning ability, and learning English reading well will play an important role in the cultivation of high school students' English core literacy. However, the present situation of English reading teaching in senior high school is not so satisfactory. In practical English reading teaching, the guidance of reading skills and reading strategies is often lacking, students' autonomous reading ability is not fully cultivated, and students' interest in reading is not stimulated. Therefore, in reading teaching, teachers need to use effective teaching methods and strategies to help students accumulate more language knowledge, at the same time, to train students to use appropriate and effective reading strategies, and ultimately promote the development of students' core literacy. Mind guide plan is one of the effective teaching methods and techniques. Since it was put forward by Donibozan in the 1970s, it has been gradually applied to all fields of society, including education. The application of thinking map in English reading teaching has also achieved corresponding results. In order to ensure the feasibility of the study, 177 English teachers from 30 ordinary high schools in seven prefectures of Sichuan province were randomly assigned the "questionnaire on the Application of thinking Map in Senior English Teaching" at the beginning of the experiment. According to the results of the questionnaire, 43% of the teachers do not know much or do not know the mind map at all. 33% of the teachers have never used a mind map in English class. But 98.8% of teachers hope to get guidance on how to use thinking map in English teaching. 36.6% of teachers apply thinking map to English reading teaching, but only 26.8% of teachers think that the effect is very good. Previous studies by various experts and scholars have shown that thinking mapping can improve students' English reading efficiency, but the results of this questionnaire are far from that. Therefore, in order to prove that the thinking map is really helpful to the students' reading efficiency and reading ability, this paper takes 102 students from the two parallel classes in the second year of Senior two of Chengdu Tanghu Foreign language Experimental School as the research objects. In order to help students better understand the structure of the article and guide students to use reading strategies, teachers apply the thinking map to English reading teaching. At the same time, students can improve their reading efficiency by completing the thinking map in reading class. Based on the questionnaire, semi-structured interviews and classroom observations, the present study verifies the feasibility and effectiveness of thinking map in English reading teaching in senior high school. Finally, it is proved that thinking map can stimulate students' interest and motivation in English reading, train students to use reading strategies, improve reading efficiency and develop students' reading ability. In addition, the author also found that the improvement of students' reading efficiency by thinking map is usually aimed at middle and excellent students, and the effect is not obvious to the underachievers. Finally, the author puts forward some suggestions on how to use thinking map in high school English reading teaching.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.41

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