【摘要】：在英語學(xué)習(xí)過程中,閱讀是語言學(xué)習(xí)者需要掌握的基本技能之一,同時(shí)也是學(xué)習(xí)者獲得語言輸入的主要途徑。鑒于此,《高中英語課程標(biāo)準(zhǔn)》規(guī)定了閱讀為高中英語教學(xué)的主要內(nèi)容之一,對高中生的閱讀水平等級進(jìn)行了劃分并提出相應(yīng)要求。相關(guān)研究結(jié)果表明,英語閱讀策略是讀者在閱讀過程中解決閱讀障礙的一種有目的性的方法。正是由于掌握閱讀策略的重要性,學(xué)生對于閱讀策略的認(rèn)知和使用情況,教師對學(xué)生閱讀策略使用能力訓(xùn)練和培養(yǎng)情況,都是本研究的重點(diǎn)。本研究基于英語閱讀策略的相關(guān)理論,運(yùn)用抽樣調(diào)查的方法研究不同類型英語閱讀策略及其在高中英語閱讀過程中的使用現(xiàn)狀,同時(shí)將調(diào)查結(jié)果通過R軟件進(jìn)行統(tǒng)計(jì)分析,得到了閱讀測試成績y與不同類型閱讀策略的使用頻率x之間的多元線性回歸方程。研究發(fā)現(xiàn),使用不同類型的閱讀策略與閱讀測試成績之間既有相關(guān)性,也存在差異性。其中,其相關(guān)性主要表現(xiàn)在各類閱讀策略的使用對閱讀測試成績的提高均有積極的影響。而從閱讀策略的類型、學(xué)生使用策略的頻率與閱讀成績這三者變量之間的曲線變化分析中可知,不同的策略類型及使用頻率對學(xué)生閱讀成績的影響程度也是有差異的。此外,通過對授課教師訪談及課堂觀察發(fā)現(xiàn):高中英語教師在教學(xué)過程中引導(dǎo)學(xué)生使用閱讀策略的意識相對薄弱,策略教學(xué)缺乏多樣性和指導(dǎo)性,亟待提高和完善。最后,基于研究所收集的學(xué)生使用及教師訓(xùn)練閱讀策略的情況,本研究對高中英語閱讀策略的教與學(xué)提出了相關(guān)建議。
[Abstract]:In the process of English learning, reading is one of the basic skills that language learners need to master, and it is also the main way for learners to obtain language input. In view of this, the Senior High School English Curriculum Standard stipulates that reading is one of the main contents of senior high school English teaching, and classifies the reading level of senior high school students and puts forward the corresponding requirements. The results show that English reading strategy is a purposeful method for readers to solve reading disabilities in the process of reading. It is precisely because of the importance of mastering reading strategies that students' cognition and use of reading strategies and the training and cultivation of teachers' ability to use reading strategies are the key points of this study. Based on the relevant theories of English reading strategies, this study uses a sample survey method to study different types of English reading strategies and their use in senior high school English reading process. At the same time, the survey results are statistically analyzed by R software. The multivariate linear regression equation between the reading test score y and the use frequency of different reading strategies x is obtained. The study found that there were not only correlations but also differences between the use of different reading strategies and reading test scores. Among them, the correlation is that the use of various reading strategies has a positive impact on the improvement of reading test scores. From the analysis of the types of reading strategies, the frequency of students' using strategies and the curve changes of reading scores, it can be concluded that different types of strategies and frequency of use have different effects on students' reading performance. In addition, through interviews and classroom observations, it is found that senior English teachers have relatively weak awareness of guiding students to use reading strategies in the teaching process, lack of diversity and guidance in strategy teaching, and need to be improved and improved urgently. Finally, based on the data of students' use and teachers' training in reading strategies, this study puts forward some suggestions on the teaching and learning of English reading strategies in senior high schools.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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