提高學(xué)生閱讀能力一直是英語教學(xué)中一項(xiàng)艱巨而又緊迫的任務(wù),關(guān)于英語閱讀教學(xué)方法的探究日趨多樣,找到行之有效的方法至關(guān)重要。國內(nèi)外關(guān)于語法翻譯法和任務(wù)法以及英語閱讀教學(xué)的研究頗多,筆者在建構(gòu)主義、二語習(xí)得理論指導(dǎo)下,在深入研究了任務(wù)教學(xué)法、翻譯法、新課標(biāo)下高中英語語篇特點(diǎn)的基礎(chǔ)上,發(fā)現(xiàn)無論是任務(wù)法還是翻譯法,單一的教學(xué)法運(yùn)用于課堂都有其局限性。筆者發(fā)現(xiàn)這兩種教學(xué)法之間具有優(yōu)勢(shì)互補(bǔ)的特點(diǎn),可以將任務(wù)法與翻譯法相結(jié)合運(yùn)用于英語閱讀教學(xué),而目前并無學(xué)者對(duì)這兩種教學(xué)法結(jié)合后在閱讀教學(xué)中的效果進(jìn)行研究,這也是本論文的創(chuàng)新之處。本文旨在研究任務(wù)法與翻譯法在高中英語閱讀教學(xué)中的結(jié)合運(yùn)用,根本目的是解決以下問題:（1）任務(wù)法和翻譯法的結(jié)合如何影響學(xué)生的英語閱讀策略?（2）任務(wù)法和翻譯法的結(jié)合如何影響學(xué)生的英語閱讀態(tài)度?（3）任務(wù)法和翻譯法的結(jié)合如何提高學(xué)生的閱讀能力?為研究上述問題,筆者選定遼寧省大連市佰圣高級(jí)中學(xué)高一年級(jí)兩個(gè)平行班為研究對(duì)象進(jìn)行了為期5個(gè)月的任務(wù)法和翻譯法相結(jié)合的英語閱讀課堂實(shí)驗(yàn)。研究方法采用了測(cè)試法、問卷調(diào)查法和訪談法。實(shí)驗(yàn)結(jié)果表明:實(shí)驗(yàn)班明顯偏好任務(wù)法與翻譯法結(jié)合的教學(xué)方式,這兩種教... 

【文章來源】：遼寧師范大學(xué)遼寧省

【文章頁數(shù)】：72 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Ⅰ Introduction
    1.1 Research Background
    1.2 Research Significance
    1.3 Existing Problems in English Reading Teaching in High School
        1.3.1 The Analysis of Application and Problems of the Current Task-based Approach in English Teaching of Senior High School
        1.3.2 Deficiency of Traditional Grammar Translation Method in High School English Teaching
Ⅱ Literature Review
    2.1 Task-based Method
        2.1.1 Definition and Types of Task
        2.1.2 The Principles and Features
        2.1.3 The Theoretical Basis
        2.1.4 The Advantages of the Task-based Method
    2.2 Translation Method
        2.2.1 Definition and Theoretical Basis
        2.2.2 Implementation Principles
        2.2.3 The Advantages of the Translation Method
    2.3 Research Status at Home and Abroad
        2.3.1 Status of Practice and Research Abroad
        2.3.2 Status of Practice and Research at Home
    2.4 The Combination of the Two Methods
Ⅲ Methodology
    3.1 Research Design
        3.1.1 Research Question
        3.1.2 Research Subjects
        3.1.3 Research Instruments
    3.2 Research Procedure
        3.2.1 Pretest
        3.2.2 Teaching Procedure
    3.3 Data Collection
Ⅳ Results and Discussion
    4.1 Results
        4.1.1 Pre-test and Post-test Results and Analysis
        4.1.2 Questionnaire Results and Analysis
        4.1.3 Interview Results and Analysis
    4.2 Discussion
        4.2.1 Advantages of the Combination of the Two Methods
        4.2.2 Suggestions and Requirements for Teachers
Ⅴ Conclusion
    5.1 Major Findings
    5.2 Limitations of This Study
    5.3 Suggestions for the Future Studies
References
Appendix A Questionnaire（Pre-test）
Appendix B Questionnaire（Post-test）
Appendix C Test A（Pre-test paper）
Appendix D Test B（Post-test paper）
Appendix E Outline of Teachers’Interview
Appendix F Outline of Students’Interview
Acknowledgements



本文編號(hào)：2992592