概括文本是一種非常有效的閱讀理解策略,也是一種有效的學(xué)習(xí)文本內(nèi)容的方式。許多研究證明,對(duì)概括策略的直接指導(dǎo)對(duì)培養(yǎng)有良好技能的閱讀者至關(guān)重要。雖然如此,針對(duì)在課堂上培養(yǎng)概括文本策略的研究仍然相對(duì)較少,而且已有研究大多關(guān)注如何概括母語(yǔ)的文本,而以英語(yǔ)作為外語(yǔ)的概括策略研究相對(duì)缺乏。本研究試圖通過(guò)實(shí)驗(yàn)及訪談來(lái)比較兩種概括策略:即基于語(yǔ)篇分析（Kintsch&van Dijk,1978）的“規(guī)則法”以及基于概念圖（Novak&Gowin,1984）的“概念圖法”,并通過(guò)調(diào)查學(xué)生的概括寫作情況以及訪談紀(jì)實(shí)來(lái)對(duì)比研究?jī)煞N策略,從而給概要寫作教學(xué)提供有價(jià)值的參考。本研究將上海中心城區(qū)的一所高中三年級(jí)的學(xué)生隨機(jī)分成實(shí)驗(yàn)組和對(duì)照組,其中實(shí)驗(yàn)組的學(xué)生學(xué)習(xí)“概念圖法”概括策略,對(duì)照組的學(xué)生學(xué)習(xí)“規(guī)則法”概括策略。在教授相應(yīng)策略之前,研究者對(duì)兩組學(xué)生的概括能力進(jìn)行了前測(cè)并記錄測(cè)試結(jié)果,兩組學(xué)生經(jīng)過(guò)四輪的學(xué)習(xí)之后一周,研究者再次對(duì)兩組學(xué)生的概括能力進(jìn)行了后測(cè)并記錄測(cè)試結(jié)果。測(cè)試分別對(duì)識(shí)別文本大意、重要信息點(diǎn)以及必要細(xì)節(jié)的情況進(jìn)行了測(cè)量。隨后,研究者使用獨(dú)立樣本T檢驗(yàn)與配對(duì)樣本T檢驗(yàn)對(duì)前后測(cè)的數(shù)據(jù)... 

【文章來(lái)源】：上海師范大學(xué)上海市

【文章頁(yè)數(shù)】：71 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ABSTRACT
摘要
1. INTRODUCTION
    1.1 Research background
    1.2 Purpose and significance of the study
2. LITERATURE REVIEW
    2.1 Summarization
        2.1.1 Summarization Strategy
            2.1.1.1 Macrostructure and Microstructure
            2.1.1.2 Macrorules
        2.1.2 Studies on Summarization
    2.2 Concept Mapping
        2.2.1 Concept Map
        2.2.2 Studies on Concept Map
        2.2.3 Studies on Concept Mapping as a Summarization Strategy
3. RESEARCH DESIGN
    3.1 Research Questions
    3.2 Participants
    3.3 Materials
    3.4 Rubric
    3.5 Procedures
        3.5.1 Instruction of rule-governed strategy and concept mapping strategy
        3.5.2 Interview
        3.5.3 Data Collection
4. RESULTS AND DISCUSSION
    4.1 Results
        4.1.1 Difference between Pre-test score and Post-test score in general
        4.1.2 Difference between Pre-test performance and Post-test performance in specific aspects
            4.1.2.1 Difference in identification of main idea, important points and necessary elaboration
            4.1.2.2 Differences in structure
            4.1.2.3 Differences in integration and generation of ideas
            4.1.2.4 Relationship between summarization performance and concept map quality
    4.2 Discussion
        4.2.1 Effectiveness of concept map as a Summarization Strategy for High School Students
        4.2.2 Effectiveness of using concept maps in teaching summarization in class context
        4.2.3 The effect of concept mapping on summarization in a different context
5. CONCLUSION
    5.1 Major findings of the study
    5.2 Implications of the study
    5.3 Limitations of the study
BIBLIOGRAPHY
APPENDIX A: SUMMARIZATION SCORES IN PRETEST AND POSTTEST
APPENDIX B: NOTES OF THE INTERVIEW
APPENDIX C: SUMMARIZATION SOURCE TEXT
致謝



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