發(fā)布時(shí)間：2021-05-23 03:52

　　《義務(wù)教育英語課程標(biāo)準(zhǔn)》中對(duì)小學(xué)中高段學(xué)生的閱讀要求是學(xué)生能在圖片的幫助下讀懂簡單的故事或小短文,能夠養(yǎng)成按意群閱讀的習(xí)慣。中國中小學(xué)英語分級(jí)閱讀標(biāo)準(zhǔn)中提出:要根據(jù)小學(xué)生實(shí)際的認(rèn)知水平、思維能力和水平、語言發(fā)展規(guī)律為小學(xué)生提供合適的閱讀材料。但在傳統(tǒng)的閱讀教學(xué)中只注重語法詞匯的輸入,有些老師加入了繪本但是教師并沒有真正根據(jù)學(xué)生現(xiàn)有水平進(jìn)行繪本選擇,長期以往學(xué)生的閱讀能力、閱讀興趣、閱讀水平和閱讀習(xí)慣等其他方面都會(huì)受到影響。在此背景下進(jìn)行小學(xué)生分級(jí)繪本閱讀顯得尤為重要。作者抽取了96位五年級(jí)的學(xué)生,根據(jù)實(shí)驗(yàn)需要分為實(shí)驗(yàn)班和控制班。實(shí)驗(yàn)班的學(xué)生采用分級(jí)繪本閱讀教學(xué)模式,而控制班采用傳統(tǒng)閱讀教學(xué)方式。實(shí)驗(yàn)采用訪談,問卷調(diào)查和試卷的手段,對(duì)小學(xué)英語閱讀教學(xué)課堂中采用分級(jí)繪本閱讀教學(xué)進(jìn)行了實(shí)證研究,主要研究兩個(gè)問題:1.分級(jí)繪本能否提高小學(xué)生的閱讀興趣?2.分級(jí)繪本能否提高小學(xué)生的閱讀理解能力?通過一學(xué)期的調(diào)查研究和實(shí)驗(yàn)并搜集了相關(guān)數(shù)據(jù),使用SPSS軟件對(duì)數(shù)據(jù)進(jìn)行統(tǒng)計(jì)分析后得出以下結(jié)論:實(shí)驗(yàn)班的學(xué)生通過分級(jí)繪本閱讀的學(xué)習(xí),在閱讀興趣和閱讀理解能力方面都優(yōu)于控制班的學(xué)生。所以可以證實(shí)小學(xué)英語閱讀課... 

【文章來源】：內(nèi)蒙古師范大學(xué)內(nèi)蒙古自治區(qū)

【文章頁數(shù)】：81 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
abstract
中文摘要
ChapterⅠ Introduction
    1.1 Background information of the study
    1.2 The significance of the study
        1.2.1 Theoretical significance
        1.2.2 Practical significance
    1.3 Purpose of the study
    1.4 Structure of the research
ChapterⅡ Literature Review
    2.1 Related concepts
        2.1.1 The concept of reading ability
        2.1.2 The concept of reading comprehension ability
        2.1.3 The evaluation of primary school students'reading ability
        2.1.4 Definition of graded picture books
        2.1.5 Characteristics of graded picture books
        2.1.6 Comparison of graded picture books and picture books
    2.2 Research on English graded picture books reading at home andabroad
        2.2.1 Research on English graded picture books reading at abroad
        2.2.2 Research on English graded picture books reading at home
    2.3 English grading picture books reading system and standards abroad.
        2.3.1 Accelerated Reader,AR
        2.3.2 Guided reading grading system
        2.3.3 Lexile grading system
    2.4 English grading picture book reading standards at home
    2.5 Related theories
        2.5.1 Input hypothesis
        2.5.2 Interaction hypothesis
        2.5.3 Schema theory
ChapterⅢ Research design
    3.1 Research questions
    3.2 Research object
    3.3 Research methods
        3.3.1 Individual interviews
        3.3.2 Questionnaires
        3.3.3 Test method
    3.4 Research process
        3.4.1 Selection of graded reading materials
        3.4.2 Reading evaluation method
ChapterⅣ Results and discussion
    4.1 Results analysis and discussion of the interviews
    4.2 Results analysis and discussion of the questionnaire
        4.2.1 Results analysis and discussion of the pre-questionnaire
        4.2.2 Results analysis and discussion of the post-questionnaire
    4.3 Results analysis and discussion of the test
        4.3.1 Results analysis and discussion of the pre-test
        4.3.2 Results analysis and discussion of the post test
ChapterⅤ Conclusions
    5.1 Major findings
    5.2 Limitations of the research
    5.3 Suggestions for further research
Bibliography
Appendix I Interview
AppendixⅡ Questionnaire
AppendixⅢ Pre test
AppendixⅣ Post test
AppendixⅤ EC of reading teaching design
AppendixⅥ CC of reading teaching design
Acknowledgement



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