發(fā)布時(shí)間：2021-03-30 09:09

　　在英語(yǔ)教學(xué)中,閱讀作為輸入的主要方式是學(xué)習(xí)者獲取知識(shí)和信息的主要途徑,并且在考試中閱讀所占一定比例。然而,當(dāng)前的高中英語(yǔ)閱讀教學(xué)現(xiàn)狀卻不令人滿意。調(diào)查發(fā)現(xiàn),閱讀通常被認(rèn)為是最有難度的部分,大部分學(xué)生表示很難很好地掌握整篇文章的脈絡(luò),部分同學(xué)也表示很難控制閱讀速度,因時(shí)間分配不均勻從而會(huì)影響分?jǐn)?shù)。因此有必要在英語(yǔ)閱讀教學(xué)課堂中采用既可以激發(fā)學(xué)生學(xué)習(xí)興趣,又可以提高學(xué)生閱讀元認(rèn)知策略的教學(xué)手法。思維導(dǎo)圖是20世紀(jì)60年代由英國(guó)著名教育家托尼·巴贊提出的,它是利用圖形,分支,符號(hào)和文字有效結(jié)合來表達(dá)發(fā)散性思維,并將知識(shí)可視化的思維工具和學(xué)習(xí)方法。本文將探究如下問題:1.思維導(dǎo)圖能否提高高中生英語(yǔ)閱讀元認(rèn)知計(jì)劃策略水平?2.思維導(dǎo)圖能否提高高中生英語(yǔ)閱讀元認(rèn)知選擇性注意策略水平?3.思維導(dǎo)圖能否提高高中生英語(yǔ)閱讀元認(rèn)知監(jiān)控策略水平?4.思維導(dǎo)圖能否提高高中生英語(yǔ)閱讀元認(rèn)知評(píng)估策略水平?本實(shí)驗(yàn)是在石家莊潤(rùn)德二中高二的兩個(gè)平行班進(jìn)行。一個(gè)為控制班共有44人,另一個(gè)班為實(shí)驗(yàn)班共有45人。在控制班采用傳統(tǒng)的三階段教學(xué)法,實(shí)驗(yàn)班則采用思維導(dǎo)圖教學(xué)法。本實(shí)驗(yàn)將在九月份開始,十二月份結(jié)束。實(shí)驗(yàn)工具有問卷,測(cè)... 

【文章來源】：河北師范大學(xué)河北省

【文章頁(yè)數(shù)】：96 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter1 Introduction
    1.1 Research Background
    1.2 The Purpose and Significance of the Research
    1.3 Overall Structure of this Thesis
Chapter2 Literature Review
    2.1 Studies on Mind-Mapping
        2.1.1 The Definition of the Mind-Mapping
        2.1.2 Studies on Mind-Mapping Abroad
        2.1.3 Studies on Mind-Mapping at Home
    2.2 Studies on Meta-Cognitive Strategy
        2.2.1 The Definition of the Meta-Cognitive Strategy
        2.2.2.Studies on Meta-Cognitive Strategy Abroad
        2.2.3.Studies on Meta-Cognitive Strategy at Home
    2.3 Theoretical Foundations
        2.3.1 Constructive Thinking
        2.3.2 Theory of Knowledge Visualization
        2.3.3 Schema Theory
Chapter3 Research Design
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Texts
        3.3.3 Interview
    3.4 Research Procedure
        3.4.1 Pre-Implementation Stage
        3.4.2 Implementation Stage
        3.4.3 Post-Implementation Stage
    3.5 Teaching Procedure
        3.5.1 Teaching Procedure in EC
        3.5.2 Teaching Procedure in CC
    3.6 Data Collection
Chapter4 Result and Discussion
    4.1 Reading Meta-Cognitive Planning Strategies of Senior High School StudentsImproved by Mind-Mapping
        4.1.1 Analysis of the Pre-Questionnaire of CC and EC
        4.1.2 Analysis of the Post-Questionnaire of CC and EC
        4.1.3 The Comparison of the Planning Strategies in EC and CC Before andAfter Experiment
    4.2 Reading Meta-Cognitive Selective Attention Strategies of Senior High SchoolStudents Improved by Mind-Mapping
        4.2.1 Analysis of the Pre-Questionnaire of CC and EC
        4.2.2 Analysis of the Post-Questionnaire of CC and EC
        4.2.3 The Comparison of the Selective Attention Strategies in EC and CCBefore and After Experiment
    4.3 Reading Meta-Cognitive Monitoring Strategies of Senior High School StudentsImproved by Mind-Mapping
        4.3.1 Analysis of the Pre-Questionnaire of CC and EC
        4.3.2 Analysis of the Post-Questionnaire of CC and EC
        4.3.3 The Comparison of the Monitoring Strategies in EC and CC Beforeand After Experiment
    4.4 Reading Meta-Cognitive Evaluation Strategies of Senior High School StudentsImproved by Mind-Mapping
        4.4.1 Analysis of the Pre-Questionnaire of CC and EC
        4.4.2 Analysis of the Post-Questionnaire of CC and EC
        4.4.3 The Comparison of the Evaluation Strategies in EC and CC Beforeand After Experiment
    4.5 Senior High School Students’Reading Meta-Cognitive Strategies Improved byMind-Mapping
        4.5.1 Data Analysis of the Pre-Test
        4.5.2 Data Analysis of the Post-Test
        4.5.3 Data Analysis of the Paired-Samples Statistics of Pre-Test and Post-Testin EC
        4.5.4 Data Analysis of the Interview
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Implications for Reading Teaching
    5.3 Limitations of the Research
    5.4 Suggestions for Futher Study
Bibliography
Appendix1 Meta-Cognitive Strategies Questionnaire
Appendix2 高中生運(yùn)用思維導(dǎo)圖改進(jìn)閱讀元認(rèn)知策略的訪談問題
Appendix3 Papers for Pre-test
Appendix4 Papers for Post-test
Acknowledgements


【參考文獻(xiàn)】：
期刊論文
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[4]“思維導(dǎo)圖”在藝術(shù)類高職英語(yǔ)課堂中的應(yīng)用[J]. 白玥容.  四川教育學(xué)院學(xué)報(bào). 2008(04)
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碩士論文
[1]思維導(dǎo)圖在高中英語(yǔ)單詞教學(xué)中的應(yīng)用研究[D]. 張玲.上海師范大學(xué) 2013
[2]思維導(dǎo)圖在大學(xué)英語(yǔ)閱讀課程教學(xué)中的應(yīng)用研究[D]. 岑艷琳.華中師范大學(xué) 2011
[3]思維導(dǎo)圖及可視化字典輔助大學(xué)英語(yǔ)詞匯教學(xué)研究[D]. 郭良英.西南大學(xué) 2008



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