學(xué)情分析理論是基于對(duì)學(xué)習(xí)者學(xué)習(xí)的情況進(jìn)行分析以指導(dǎo)教學(xué)設(shè)計(jì)的理論,國(guó)內(nèi)外均有諸多學(xué)者將學(xué)情分析理念的研究與各個(gè)科目的教學(xué)設(shè)計(jì)相結(jié)合。然而針對(duì)英語(yǔ)學(xué)科的學(xué)情分析研究多從宏觀上討論學(xué)情分析在英語(yǔ)學(xué)科領(lǐng)域的應(yīng)用情況和一線教師在運(yùn)用該理論時(shí)的誤區(qū)并給出相關(guān)建議的質(zhì)性研究,缺少量化的實(shí)驗(yàn)數(shù)據(jù)對(duì)其加以評(píng)測(cè)。采用課中學(xué)情分析結(jié)合英語(yǔ)閱讀教學(xué)的方式有利于教師根據(jù)課中學(xué)生對(duì)文本內(nèi)容和預(yù)設(shè)的課堂教學(xué)活動(dòng)即時(shí)的反饋發(fā)揮學(xué)情分析的聯(lián)動(dòng)作用,有針對(duì)性地以學(xué)生為中心開(kāi)展教學(xué)活動(dòng)。且國(guó)內(nèi)外針對(duì)閱讀能力量表的設(shè)計(jì)已經(jīng)較為成熟,便于開(kāi)展教學(xué)實(shí)驗(yàn)進(jìn)行量化研究。筆者由此找出學(xué)情分析在英語(yǔ)教學(xué)中的突破口,將課中學(xué)情分析理論與高中英語(yǔ)閱讀教學(xué)相結(jié)合做實(shí)證研究,以分析課中學(xué)情分析理論對(duì)學(xué)生英語(yǔ)閱讀認(rèn)知能力的影響情況。本研究旨在探索運(yùn)用學(xué)情分析理論會(huì)對(duì)高中學(xué)生的英語(yǔ)認(rèn)知能力是否會(huì)產(chǎn)生影響以及產(chǎn)生怎樣的影響,主要包含三個(gè)研究問(wèn)題:1.學(xué)情分析對(duì)學(xué)生英語(yǔ)閱讀理解的識(shí)別/提取書(shū)面信息的能力有怎樣的影響?2.學(xué)情分析對(duì)學(xué)生英語(yǔ)閱讀理解的概括/分析書(shū)面信息的能力有怎樣的影響?3.學(xué)情分析對(duì)學(xué)生英語(yǔ)閱讀理解的批判/評(píng)價(jià)書(shū)面信息的能力有怎樣的影... 

【文章來(lái)源】：遼寧師范大學(xué)遼寧省

【文章頁(yè)數(shù)】：68 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Ⅰ Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Organization of the Thesis
Ⅱ Literature Review
    2.1 Analysis of Students
        2.1.1 Relevant Studies Abroad
        2.1.2 Domestic Relevant Studies
    2.2 Cognitive Abilities of Reading
        2.2.1 Relevant Studies on the Definition
        2.2.2 Relevant Studies on Different Planes
    2.3 Comments on the Previous Studies
    2.4 Theoretical Foundation
Ⅲ Research Methodology
    3.1 Research Design
        3.1.1 Research Questions
        3.1.2 Participants
        3.1.3 Research Instruments
    3.2 Research Procedures
        3.2.1 Questionnaire
        3.2.2 Pre-experiment
        3.2.3 Teaching Implementation
        3.2.4 Post-experiment
Ⅳ Results and Discussion
    4.1 Analysis of Questionnaire Data
        4.1.1 Effects on the Data in Pre-test and Post-test in CC
        4.1.2 Effects on the Data in Post-test between EC and CC
        4.1.3 Effects on the Data in Pre-test and Post-test between EC and CC
        4.1.4 Effects on the Data in Pre-test and Post-test in CC
    4.2 Analysis of Data in Tests
        4.2.1 Effects on the Data in Pre-test and Post-test in CC
        4.2.2 Effects on the Data in Post-test between EC and CC
        4.2.3 Effects on the Data in Pre-test and Post-test between EC and CC
        4.2.4 Effects on the Data in Pre-test and Post-test in CC
    4.3 Analysis of the Semi-structured Interview Data
    4.4 Discussion
Ⅴ Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
References
Appendix
Acknowledgements



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