概念圖是盛行于歐美國家的一種教學(xué)策略,它以直觀形象的方式表征知識(shí),能有效呈現(xiàn)思維的過程及知識(shí)的關(guān)聯(lián),引導(dǎo)學(xué)生進(jìn)行意義建構(gòu)。英語閱讀教學(xué)是中學(xué)英語教學(xué)中的一個(gè)重要環(huán)節(jié),建構(gòu)主義學(xué)習(xí)理論和圖式理論認(rèn)為在閱讀學(xué)習(xí)中,學(xué)習(xí)者主動(dòng)地進(jìn)行意義建構(gòu)。在中學(xué)的英語閱讀教學(xué)過程中,如何利用概念圖促進(jìn)學(xué)生的知識(shí)建構(gòu),并進(jìn)一步拓展學(xué)生的閱讀理解能力,是值得研究的問題。一些國內(nèi)外的學(xué)者已經(jīng)對(duì)概念圖本身概念、以及概念圖應(yīng)用于教學(xué)、思維拓展等方面做了很多研究。然而,在高中英語閱讀教學(xué)中,如何應(yīng)用概念圖構(gòu)建活動(dòng)來促進(jìn)學(xué)生知識(shí)建構(gòu)的研究仍然是非常有限的。本研究旨在探索概念圖示活動(dòng)在高中英語閱讀教學(xué)之中的實(shí)踐與應(yīng)用,以期得到一些能夠提高高中英語閱讀教學(xué)的啟示�；诟拍顖D的理論基礎(chǔ),對(duì)概念圖示應(yīng)用在閱讀活動(dòng)中的類別進(jìn)行了整合,總結(jié)出組織層面和內(nèi)容層面的概念圖活動(dòng)形式,組織概念圖活動(dòng)包括自主構(gòu)圖、協(xié)作構(gòu)圖、引導(dǎo)性構(gòu)圖三種形式;內(nèi)容概念圖活動(dòng)包括語言、形式和主題內(nèi)容三個(gè)方面。本文的研究問題在于探究兩類概念圖活動(dòng)形式分別是如何影響學(xué)生的知識(shí)建構(gòu)和閱讀理解能力,以及優(yōu)化概念圖構(gòu)建活動(dòng)在高中閱讀教學(xué)中的應(yīng)用中所面臨的問題和建議。參... 

【文章來源】：四川師范大學(xué)四川省

【文章頁數(shù)】：124 頁

【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 Purpose of the Research
    1.3 Significance of the Research
    1.4 Structure of the Research
Chapter Two Literature Review
    2.1 An Overview of English Reading Teaching
        2.1.1 Definition of Reading
        2.1.2 Previous Studies on English Reading Teaching
        2.1.3 Theoretical Basis of Reading Teaching Activities
        2.1.4 Knowledge Building in English Reading Teaching
        2.1.5 Reading Comprehension in English Reading Teaching
    2.2 Related Theories of Concept Map
        2.2.1 Definition of Concept Map
        2.2.2 The Classification of Concept Map
        2.2.3 Instructional Functions of Concept Map
        2.2.4 Theoretical Basis of Concept Map
    2.3 Existing Studies on Concept-Map Based Activities and Reading Teaching
    2.4 Theoretical Framework
        2.4.1 Organization Based Concept-Map Activities in Reading Teaching
        2.4.2 Content Based Concept-Map Activities in Reading Teaching
    2.5 Summary
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Instruments
        3.3.1 Classroom Observation
        3.3.2 Interview
    3.4 Procedures of Data Collection
    3.5 Methods of Data Analysis
        3.5.1 Coding Organization Based Concept-Map Activities
        3.5.2 Coding Content Based Concept-Map Activities
Chapter Four Results and Discussion
    4.1 Results from Classroom Observation
        4.1.1 Knowledge Building through Organization Based Concept-MapActivities
        4.1.2 Improving Reading Comprehension through Content Based Concept-MapActivities
        4.1.3 Possible Obstacles Existing in Conducting Concept-Map Based Activities
    4.2 Results from Interview
    4.3 Discussion
        4.3.1 Knowledge Building Conducted through Organization Concept-MapBased Activities
            4.3.1.1 Positive Autonomous Learning in Students’KnowledgeConstruction
            4.3.1.2 Promoting Students’Collaboration in Students’KnowledgeConstruction
            4.3.1.3 The Tendency of Teacher Instruction in Students’KnowledgeConstruction
        4.3.2 Developing Students’Reading Comprehension through Content Concept-Map Based Activities
            4.3.2.1 Improving Vocabulary Learning in Developing Students’ReadingComprehension
            4.3.2.2 Developing Students’Reading Comprehension through GenreAnalysis
            4.3.2.3 Developing Students’Reading Comprehension through ThematicActivation
        4.3.3 Major Means of Applying Concept-Map Based Activities in DailyReading Teaching
            4.3.3.1 Applying Different Concept Maps to Achieve Specific ReadingObjectives
            4.3.3.2 Integrating Concept-Map Based Activities and Other ReadingStrategies
Chapter Five Conclusion
    5.1 Major Findings and Implications
    5.2 Limitations and Suggestions
Bibliography
Appendix1 Interview Questions
Appendix2 Classroom Observation Scales(1)
Appendix2 Classroom Observation Scales(2)
Appendix3 Teaching Materials
Acknowledgements



本文編號(hào)：3409661