隨著英語(yǔ)課改的深入,高中英語(yǔ)教師愈加認(rèn)識(shí)到閱讀教學(xué)的重要性。但目前高中英語(yǔ)閱讀教學(xué)的現(xiàn)狀仍不樂(lè)觀。中學(xué)英語(yǔ)教師一直慣用詞匯兼語(yǔ)法的教學(xué)方法進(jìn)行英語(yǔ)閱讀教學(xué),在某種程度上不利于提高學(xué)生的閱讀能力和對(duì)閱讀教學(xué)的滿意度,同時(shí)也不利于培養(yǎng)學(xué)生積極的閱讀態(tài)度。本研究以圖式理論,Lewis詞塊教學(xué)法理論和建構(gòu)主義理論為基礎(chǔ),以英語(yǔ)閱讀教學(xué)中的詞塊為切入點(diǎn),借助思維導(dǎo)圖發(fā)散性地生成詞塊來(lái)探索更為有效的英語(yǔ)閱讀教學(xué)途徑,試圖為閱讀教學(xué)提供思維導(dǎo)圖和詞塊結(jié)合的應(yīng)用案例。本研究旨在回答三個(gè)問(wèn)題:1.基于思維導(dǎo)圖的詞塊教學(xué)是否能夠提高高中生的英語(yǔ)閱讀能力?2.基于思維導(dǎo)圖的詞塊教學(xué)是否促進(jìn)了高中生良好的的閱讀態(tài)度和教學(xué)滿意度?3.怎么樣運(yùn)用基于思維導(dǎo)圖的詞塊進(jìn)行閱讀教學(xué)?本研究歷時(shí)四個(gè)月,于筆者實(shí)習(xí)所在的學(xué)校進(jìn)行。研究對(duì)象為高二年級(jí)兩個(gè)班的學(xué)生。本研究采用文獻(xiàn)法、問(wèn)卷調(diào)查、實(shí)驗(yàn)法、測(cè)驗(yàn)法,課堂觀察法五種研究方法。通過(guò)對(duì)收集到的數(shù)據(jù)和資料進(jìn)行定量和定性分析,筆者得出以下結(jié)論:基于思維導(dǎo)圖的詞塊教學(xué)有助于提高中生英語(yǔ)閱讀能力,促進(jìn)高中生形成積極的閱讀態(tài)度和提高學(xué)生對(duì)閱讀教學(xué)的滿意度。最后筆者提出了本研究的局限性... 

【文章來(lái)源】：鞍山師范學(xué)院遼寧省

【文章頁(yè)數(shù)】：98 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
ACKNOWLEDGEMENTS
ABBREVIATIONS
Chapter1 Introduction
    1.1 Research Background
    1.2 Research significance and purpose
        1.2.1 Research significance
        1.2.2 Research purpose
    1.3 The framework of the thesis
Chapter2 Literature Review
    2.1 Lexical chunks
        2.1.1 The definition and classification of lexical chunks
        2.1.2 The functions of lexical chunks
        2.1.3 The relationship between lexical chunks and English reading
    2.2 Mind mapping
        2.2.1 The definition and features of mind mapping
        2.2.2 The relationship between mind mapping and English readingteaching
    2.3 Research on lexical chunks and mind mapping
        2.3.1 Research on lexical chunks
        2.3.2 Research on mind mapping
    2.4 The relationship between lexical chunks and mind mapping in reading
    2.5 Research gap
Chapter3 Theoretical Basis
    3.1 Michael Lewis’lexical approach
    3.2 Schema theory
    3.3 Constructivisim theory
Chapter4 Experimental Design and Implementation
    4.1 Experimental design
        4.1.1 Experimental contents and assumptions
        4.1.2 Experimental purpose
        4.1.3 Experimental participants
        4.1.4 Experimental materials
        4.1.5 Experimental tools
        4.1.6 Experimental variables
        4.1.7 Experimental procedure
    4.2 Instructional procedure in EC
        4.2.1 Preparation for the application of mind mapping
        4.2.2 Preparation for the application of lexical chunks
        4.2.3Application of mind mapping combined with lexical chunks toreading teaching
    4.3 Instructional procedure in CC
Chapter5 Data Analysis and Discussion
    5.1 Data analysis of questionnaires
        5.1.1 Data analysis of the pre-questionnaire in EC and CC
        5.1.2 Data analysis of the post-questionnaire in EC and CC
        5.1.3 Data analysis of the pre-questionnaire and post-questionnaire inEC
    5.2 Data analysis of reading tests
        5.2.1 Data analysis of of the pre-test in EC and CC
        5.2.2 Data analysis of the post-test in EC and CC
        5.2.3 Data analysis of the pre-test and post-test in EC
    5.3 Analysis of mind mapping combined with lexical chunks designed bystudents in EC
        5.3.1 Analysis of the initial phase
        5.3.2 Analysis of the later phase
    5.4 Discussion
        5.4.1 Horizontal comparison
        5.4.2 Vertical comparison
Chapter6 Conclusion
    6.1 Research findings
    6.2 Pedagogical implications
    6.3 Research limitations
    6.4 Research prospect
References
Appendix1 Questionnaire
Appendix2 Pre-test
Appendix3 Post-test
Appendix4 The result of pre-questionnaire in EC
Appendix5 The result of pre-questionnaire in CC
Appendix6 The result of post-questionnaire in EC
Appendix7 The result of post-questionnaire in CC
Appendix8 The result of pre-test and post-test between EC and CC


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