閱讀教學(xué)歷來(lái)是高中英語(yǔ)教學(xué)中的重點(diǎn)以及難點(diǎn),也是高中英語(yǔ)教師關(guān)注與探討的主要話(huà)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(duì)于教學(xué)文本的解讀。同時(shí),我國(guó)教育部頒布的《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》明確提出教師應(yīng)從多個(gè)維度對(duì)文本進(jìn)行深度挖掘與研讀。為了進(jìn)一步了解高中英語(yǔ)教師對(duì)文本解讀的認(rèn)知態(tài)度及實(shí)施現(xiàn)狀,本研究主要圍繞以下三個(gè)問(wèn)題進(jìn)行:第一,高中英語(yǔ)教師對(duì)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(yǔ)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(diǎn)?第三,高中英語(yǔ)教師對(duì)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(shí)踐是否相符?基于以上研究問(wèn)題,本研究主要采用問(wèn)卷調(diào)查及課堂觀察法。首先,本研究使用問(wèn)卷對(duì)成都市某重點(diǎn)中學(xué)的30名高中英語(yǔ)教師進(jìn)行了調(diào)查,旨在了解高中英語(yǔ)教師對(duì)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(duì)象,觀察記錄了25節(jié)高中英語(yǔ)閱讀課堂并以3個(gè)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(yǔ)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(yǔ)教師閱讀文本解讀的特點(diǎn)�；趩�(wèn)卷調(diào)查及課堂... 

【文章來(lái)源】：四川師范大學(xué)四川省

【文章頁(yè)數(shù)】：95 頁(yè)

【學(xué)位級(jí)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



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