閱讀教學(xué)歷來是高中英語教學(xué)中的重點以及難點,也是高中英語教師關(guān)注與探討的主要話題。有效的閱讀教學(xué)與教師所設(shè)定的教學(xué)目標(biāo)息息相關(guān),而教學(xué)目標(biāo)的設(shè)定則是基于教師對于教學(xué)文本的解讀。同時,我國教育部頒布的《普通高中英語課程標(biāo)準(zhǔn)》明確提出教師應(yīng)從多個維度對文本進(jìn)行深度挖掘與研讀。為了進(jìn)一步了解高中英語教師對文本解讀的認(rèn)知態(tài)度及實施現(xiàn)狀,本研究主要圍繞以下三個問題進(jìn)行:第一,高中英語教師對于以思維品質(zhì)培養(yǎng)為導(dǎo)向的閱讀文本解讀的態(tài)度如何?第二,高中英語教師的閱讀文本解讀在思維品質(zhì)培養(yǎng)方面有什么特點?第三,高中英語教師對于以思維品質(zhì)培養(yǎng)為導(dǎo)向的閱讀文本解讀的態(tài)度與他們的文本解讀實踐是否相符?基于以上研究問題,本研究主要采用問卷調(diào)查及課堂觀察法。首先,本研究使用問卷對成都市某重點中學(xué)的30名高中英語教師進(jìn)行了調(diào)查,旨在了解高中英語教師對思維品質(zhì)培養(yǎng)導(dǎo)向的文本解讀的態(tài)度。此外,本研究以其中5位教師為觀察對象,觀察記錄了25節(jié)高中英語閱讀課堂并以3個具體的課堂案例分析展示了就思維品質(zhì)培養(yǎng)目標(biāo)視角下高中英語教師文本解讀的具體維度,并總結(jié)了在思維品質(zhì)培養(yǎng)視角下高中英語教師閱讀文本解讀的特點�；趩柧碚{(diào)查及課堂... 

【文章來源】：四川師范大學(xué)四川省

【文章頁數(shù)】：95 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purposes of the Research
    1.3 Significance of the Research
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Definitions of Thinking Dispositions and Text Interpretation
        2.1.1 Definitions of Thinking Dispositions
        2.1.2 Definitions of Text Interpretation
    2.2 Previous Studies at Home and Abroad
        2.2.1 Previous Studies on Thinking Dispositions
        2.2.2 Previous Studies on Text Interpretation
    2.3 Correlation Between Cultivation of Thinking Dispositions and TextInterpretation
    2.4 Theoretical Foundation
        2.4.1 Lin Chongde’s Theory of Intelligence
        2.4.2 Discourse Analysis Theory
    2.5 Strategies of Text Interpretation Based on Cultivating Students’ThinkingDispositions
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Classroom Observation
    3.4 Data Collection and Analysis
        3.4.1 Data Collection
        3.4.2 Data Analysis
Chapter Four Results and Discussion
    4.1 Results and Discussion of Teachers’Attitudes towards Text InterpretationBased on Cultivating Students'Thinking Dispositions
        4.1.1 Attitudes towards Text Interpretation and Cultivating Students’ThinkingDispositions
        4.1.2 Attitudes towards the Relationship Between Text Interpretation andCultivating Students’Thinking Dispositions
        4.1.3 Attitudes towards Different Dimensions of Text Interpretation
        4.1.4 Attitudes towards the Relationship Between Different Dimensions of TextInterpretation and Cultivation of Students’Thinking Dispositions
    4.2 Results and Discussion of Teachers’Text Interpretation Based on CultivatingStudents'Thinking Dispositions
        4.2.1 Characteristics of Teachers’Interpreting Dimensions
        4.2.2 Case Analysis of Teachers’Text Interpretation
    4.3 Results and Discussion of Agreement Between Teachers’Attitudes and TheirInterpretations of Texts
Chapter Five Conclusion
    5.1 Summary of Major Findings
    5.2 Implications
    5.3 Limitations
Bibliography
Appendices
Acknowledgements



本文編號：3244409