【摘要】：英語閱讀教學(xué)在我國的初中英語課堂中占據(jù)十分重要的位置。中學(xué)教師們重視閱讀教學(xué),但更多的是從語言知識(shí)的學(xué)習(xí)層面出發(fā),而不重視學(xué)生閱讀水平的提高和閱讀參與度的調(diào)控,從而導(dǎo)致實(shí)際閱讀教學(xué)效果較差,學(xué)生的閱讀積極性不高。同時(shí),由于初中生的思維發(fā)展正處在特殊的過渡階段,對(duì)語言信息的處理還不能完全依靠抽象邏輯加工,需要形象符號(hào)的輔助。而思維導(dǎo)圖作為一種可視化工具,具有結(jié)構(gòu)清晰、線條鮮艷、圖片易于理解等優(yōu)勢,不僅可以直觀展現(xiàn)閱讀材料的內(nèi)容,幫助學(xué)習(xí)者有條理地加工、理解閱讀材料,而且還可以外化閱讀者的思維過程,幫助教師發(fā)現(xiàn)學(xué)生的閱讀薄弱之處。鑒于此,本研究基于思維導(dǎo)圖,聚焦初中英語閱讀課堂教學(xué)開展實(shí)驗(yàn)研究。筆者在前人的研究基礎(chǔ)上,以雙重編碼理論、圖式理論和建構(gòu)主義學(xué)習(xí)理論為基礎(chǔ),結(jié)合當(dāng)前初中英語閱讀教學(xué)實(shí)況,構(gòu)建了一個(gè)基于思維導(dǎo)圖的新的閱讀教學(xué)模式。首先,筆者設(shè)計(jì)了問卷和訪談提綱,制定了復(fù)述評(píng)價(jià)表;其次,根據(jù)前測分析,對(duì)選取的實(shí)驗(yàn)班53人和控制班54人進(jìn)行問卷調(diào)查與訪談,并對(duì)實(shí)驗(yàn)班學(xué)生開展關(guān)于思維導(dǎo)圖繪制原則、方法的培訓(xùn)。接著,以仁愛版九年級(jí)教材(上冊)中不同題材和體裁的閱讀文段為載體,在實(shí)驗(yàn)班開展了基于思維導(dǎo)圖的閱讀教學(xué)實(shí)踐,詳細(xì)介紹了利用思維導(dǎo)圖組織、開展閱讀教學(xué)活動(dòng)的各個(gè)環(huán)節(jié);最后,對(duì)實(shí)驗(yàn)班和控制班班的學(xué)生再次進(jìn)行問卷調(diào)查以及訪談。實(shí)驗(yàn)結(jié)束后,把實(shí)驗(yàn)過程中收集到的相關(guān)數(shù)據(jù)進(jìn)行匯總、對(duì)比、分析,從而得出實(shí)驗(yàn)結(jié)論。研究發(fā)現(xiàn),筆者構(gòu)建的基于思維導(dǎo)圖的閱讀教學(xué)模式,有助于師生在閱讀課堂上搭建良好的教與學(xué)橋梁。它可以促進(jìn)學(xué)習(xí)者掌握閱讀策略,深化對(duì)閱讀文段的理解并提高復(fù)述能力。還可以提升學(xué)習(xí)者的閱讀參與度,扭轉(zhuǎn)被動(dòng)閱讀的局面。對(duì)于教師而言,可以轉(zhuǎn)變其閱讀教學(xué)的方式,為改進(jìn)初中英語閱讀教學(xué)方法提供新的嘗試方向。
[Abstract]:English reading teaching plays an important role in junior middle school English classroom. Middle school teachers attach importance to the teaching of reading, but they pay more attention to the learning of language knowledge than to the improvement of students' reading level and the regulation of reading participation, which leads to the poor effect of actual reading teaching. The students' enthusiasm for reading is not high. At the same time, the development of junior high school students' thinking is in a special transition stage, the processing of language information can not rely entirely on abstract logic processing, which needs the help of image symbols. As a visual tool, mind map has the advantages of clear structure, bright lines and easy to understand pictures. It can not only show the content of reading materials intuitively, but also help learners to process and understand reading materials in a coherent way. Moreover, it can externalize the reader's thinking process and help teachers to find out the weakness of students' reading. In view of this, the present study focuses on junior high school English reading classroom teaching based on thinking map. On the basis of previous studies, based on double coding theory, schema theory and constructivism learning theory, combined with the current situation of English reading teaching in junior high school, the author constructs a new reading teaching model based on thinking map. First of all, the author designs the questionnaire and interview outline, and formulates the restatement evaluation form. Secondly, according to the pre-test analysis, 53 students in the experimental class and 54 students in the control class were investigated and interviewed, and the students in the experimental class were trained on the principles and methods of mapping thinking map. Then, with the reading paragraphs of different subjects and genres in the ninth grade textbook of benevolence edition (first volume) as the carrier, the reading teaching practice based on the thinking map is carried out in the experimental class, and the organization of using the thinking map is introduced in detail. Carrying out each link of reading teaching activity; Finally, the students in the experimental class and the control class were surveyed and interviewed again. At the end of the experiment, the relevant data collected during the experiment are summarized, compared and analyzed, and the experimental conclusions are obtained. It is found that the model of reading teaching based on thinking map is helpful for teachers and students to build a good teaching and learning bridge in reading class. It can promote learners to master reading strategies, deepen their understanding of reading paragraphs and improve their retelling ability. It can also enhance learners' participation in reading and reverse the situation of passive reading. Teachers can change their reading teaching methods and provide a new direction for improving English reading teaching methods in junior high schools.
【學(xué)位授予單位】：海南師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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