英語(yǔ)分級(jí)閱讀正是按不同年齡段少年兒童身心發(fā)展的特點(diǎn)和認(rèn)知、思維水平,并根據(jù)語(yǔ)言學(xué)習(xí)規(guī)律為讀者選擇階梯式系列英語(yǔ)讀物,以此增強(qiáng)青少年閱讀興趣,提升閱讀品質(zhì),進(jìn)而提高閱讀能力。中國(guó)分級(jí)閱讀研究起步晚,對(duì)在中國(guó)文化和語(yǔ)言背景下開(kāi)展英語(yǔ)分級(jí)閱讀的研究目前仍在起步階段,尚未建立科學(xué)完善的針對(duì)中國(guó)中小學(xué)生的英語(yǔ)閱讀能力測(cè)評(píng)體系和工具。有關(guān)英語(yǔ)分級(jí)閱讀教學(xué)的理論研究不多,多數(shù)教師在閱讀教學(xué)中依舊只關(guān)注詞匯和語(yǔ)法知識(shí),學(xué)生的閱讀能力得不到有效提高。當(dāng)下,英語(yǔ)分級(jí)閱讀研究主要以初高中學(xué)生為對(duì)象,對(duì)小學(xué)英語(yǔ)分級(jí)閱讀教學(xué)研究甚少,為了更好的促進(jìn)我國(guó)小學(xué)生英語(yǔ)閱讀素養(yǎng)的提高,對(duì)小學(xué)英語(yǔ)分級(jí)閱讀教學(xué)的調(diào)查研究十分必要。本研究試圖以克拉申“監(jiān)控理論”為指導(dǎo),從二語(yǔ)習(xí)得的角度,探索小學(xué)英語(yǔ)分級(jí)閱讀教學(xué)的有效做法。研究問(wèn)題主要涉及3個(gè)方面:（1）克拉申“監(jiān)控理論”能否科學(xué)指導(dǎo)教師為中國(guó)小學(xué)生選擇合適的英語(yǔ)分級(jí)讀物;（2）基于克拉申“監(jiān)控理論”的小學(xué)英語(yǔ)分級(jí)閱讀教學(xué)是否有助于提高小學(xué)生英語(yǔ)綜合語(yǔ)言能力;（3）基于克拉申“監(jiān)控理論”的小學(xué)英語(yǔ)分級(jí)閱讀教學(xué)是否有助于提高小學(xué)生的閱讀能力,包括發(fā)音、閱讀流利度、閱讀理解、信息... 

【文章來(lái)源】：安慶師范大學(xué)安徽省

【文章頁(yè)數(shù)】：75 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgments
Abstract
摘要
Chapter1 Introduction
    1.1 Background of the study
    1.2 Purpose and Significance of the Research
    1.3 Overview of the Thesis
Chapter2 Literature Review
    2.1 The Concept of Graded Reading
    2.2 Krashen’s Monitor Theory
        2.2.1 The Content of Krashen’s Monitor Theory
        2.2.2 Implication of Krashen’s Monitor Theory for Graded ReadingInstruction
    2.3 Related Research on Graded Reading Instruction at Home and Abroad
        2.3.1 Related Research on Graded Reading Instruction Abroad
        2.3.2 Related Research on Graded Reading Instruction at Home
Chapter3 Methodology
    3.1 Research Questions
    3.2 Research Design
        3.2.1 Selection of Graded Readers
        3.2.2 Graded Reading Instruction
    3.3 Research Subjects
    3.4 Research Instruments
        3.4.1 Questionnaire
        3.4.2 Pre-Test and Post-Test
        3.4.3 Interviews
    3.5 Data Collection
    3.6 Data Analysis
Chapter4 Results and Discussion
    4.1 Effects of Selection of Graded Readers Based on Krashen’s Monitor Theoryon Students’Reading Character
        4.1.1 Differences in Students’ Reading Character between EC and CC before the Experiment
        4.1.2 Differences in Students’Reading Character between EC and CC after the Experiment
        4.1.3 Differences in Students’Reading Character of EC before and after the experiment
        4.1.4 Positive Effects of Selection of English Graded Reader Based on Krashen’s Monitor Theory
    4.2 Effects of the English Graded Reading Instruction Based on Krashen’s Monitor on Students’ Comprehensive English Language Ability
        4.2.1 Differences in the students’Comprehensive English Language Ability between EC and CC before the experiment
        4.2.2 Differences in the students’Comprehensive English Language Ability between EC and CC after the experiment
        4.2.3 Differences in the students’Comprehensive English Language Ability results of EC before and after the experiment
        4.2.4 Positive Effect of English Graded Reading Instruction Based on Krashen’s Monitor Theory on Students’ Comprehensive English Language Ability
    4.3 Effects of the English Graded Reading Instruction Based on Krashen’s Monitor Theory on Students’Reading Ability
Chapter5 Conclusion
    5.1 Summary of Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study and Suggestions for future Research
Bibliography
Papers Published During the Program
Appendix Ⅰ Questionnaire
Appendix Ⅱ Pre-Test
Appendix Ⅲ Post-Test
Appendix Ⅳ Interview-Reading Inventory
Appendix Ⅴ Sample Lesson Plan


【參考文獻(xiàn)】：
期刊論文
[1]中小學(xué)生英語(yǔ)閱讀素養(yǎng)的內(nèi)涵[J]. 敖娜仁圖雅.  英語(yǔ)學(xué)習(xí). 2017(S1)
[2]兒童青少年分級(jí)閱讀水平評(píng)價(jià)標(biāo)準(zhǔn)[J].   人民教育. 2009(Z2)
[3]小學(xué)高年級(jí)英語(yǔ)閱讀教學(xué)探析[J]. 馬劍輝.  中小學(xué)外語(yǔ)教學(xué)(小學(xué)篇). 2008(08)

碩士論文
[1]小學(xué)高年段學(xué)生英語(yǔ)閱讀能力研究[D]. 劉亮.華中師范大學(xué) 2008



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