【摘要】：閱讀是外語綜合能力的核心要素,一直占據(jù)中國學生外語學習中至關重要的地位。從教學內容看,閱讀理解在高中英語教學內容中所占的比例非常大;而從測試權重看,閱讀理解的分數(shù)占據(jù)各類英語試卷總分的將近三分之一。近年來的英語高考改革力求回歸學科本位,進一步凸顯了閱讀在外語學習中的重要地位。各省的高考新題型都對閱讀技能的要求有增無減。然而,在當前的高中英語閱讀教學中,我們發(fā)現(xiàn)了許多亟待解決的問題。主要表現(xiàn)為1)運用閱讀策略的意識淡薄。2)閱讀策略使用效果差。因此,針對高中學生展開閱讀策略的訓練,真正提升其閱讀能力,幫助學生更好地適應新高考轉型,是非常有必要的。本研究試圖解決兩個研究問題。問題一:高一學生的總體閱讀水平及閱讀策略使用的現(xiàn)狀如何?問題二:通過閱讀策略的訓練,學生的閱讀水平是否得到了提升?本研究采用了綜合研究方法。1)采用文獻分析法探討與本主題相關的關鍵詞的內涵、分類以及國內外研究現(xiàn)狀。2)圍繞研究問題一,采用問卷調查法、訪談法和測試法,旨在描述高一學生閱讀策略使用的總體狀況。3)圍繞研究問題二,針對學生閱讀策略運用上的不足,實施相應的閱讀策略訓練,并在策略培訓后采用問卷法和測試法來考察學生在閱讀策略訓練前后的閱讀策略使用水平變化。4)本研究主要采用SPSS作為測試和問卷的數(shù)據(jù)分析工具。對于訪談數(shù)據(jù),則采用類屬分析,從而提煉出具有較高概括程度的觀點和結論。本研究對閱讀策略教學和閱讀成績之間的相關性進行了探索。通過研究數(shù)據(jù)的收集和分析,可以發(fā)現(xiàn)閱讀策略培訓對學生閱讀水平的提高有積極作用。主要的研究發(fā)現(xiàn)有1)高一學生能意識到閱讀的重要作用,也有較為端正的學習態(tài)度,但策略意識較弱,使用策略種類單一;2)開展閱讀策略可以提高學生的閱讀水平,能夠幫助學生提升關鍵的認知策略的意識和頻率,并能提高學生的元認知策略水平。因作者水平有限,且研究對象、研究條件有限,本研究尚存許多局限。希望該研究能作為高考改革背景下探索閱讀教學改革的有益嘗試,為當前高中閱讀教學的理論與實踐提供參考與借鑒。
[Abstract]:Reading is the core element of foreign language comprehensive competence, which has always occupied a crucial position in Chinese students' foreign language learning. In terms of teaching content, reading comprehension accounts for a very large proportion of English teaching content in senior high schools, while reading comprehension scores account for nearly 1/3 of the total scores of all kinds of English test papers in terms of test weight. The reform of English college entrance examination in recent years strives to return to subject-based, which further highlights the important position of reading in foreign language learning. All provinces of the college entrance examination new type of reading skills requirements unabated. However, in the current high school English reading teaching, we have found a lot of problems to be solved. The main performance is 1) the awareness of using reading strategies is weak. 2) the effect of reading strategies is poor. Therefore, it is very necessary to develop reading strategy training for senior high school students to really improve their reading ability and help students adapt to the transformation of the new college entrance examination. This study tries to solve two research problems. Question one: how about the overall reading level of senior one students and the current situation of using reading strategies? Question 2: have students' reading proficiency been improved through the training of reading strategies? This research adopts the comprehensive research method. 1) uses the literature analysis method to discuss the connotation, the classification and the domestic and foreign research present situation of the key words related to this subject. 2) around the research question one, adopts the questionnaire investigation method, the interview method and the test method, The purpose of this paper is to describe the general situation of the use of reading strategies in senior high school students. 3) focusing on the second question of research, the training of corresponding reading strategies is carried out in view of the deficiencies in the use of reading strategies of students. After strategy training, questionnaire method and test method were used to investigate the change of students' reading strategy usage level before and after reading strategy training. 4) SPSS was used as the data analysis tool of test and questionnaire in this study. For the interview data, the generic analysis is used to extract the views and conclusions which have a high degree of generalization. This study explores the correlation between reading strategy teaching and reading achievement. Through the collection and analysis of research data, we can find that reading strategy training has a positive effect on the improvement of students' reading level. The main findings are as follows: 1) Senior one students can be aware of the important role of reading and have a more positive attitude towards learning, but the sense of strategy is weak and the use of strategies is single; 2) developing reading strategies can improve students' reading level, help students to improve the awareness and frequency of key cognitive strategies, and improve the level of metacognitive strategies of students. Because the author's level is limited and the research object is limited, there are still many limitations in this study. It is hoped that this study can be used as a useful attempt to explore the reform of reading teaching under the background of the reform of college entrance examination, and provide reference and reference for the theory and practice of reading teaching in senior high school.
【學位授予單位】：杭州師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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