作為英語閱讀素養(yǎng)的重要組成部分,閱讀解碼能力是指讀者自下而上獲取文本信息的能力,具體包含文本概念、音素意識、拼讀能力和閱讀流暢度四個要素。閱讀解碼能力是閱讀的基礎(chǔ),對英語初學(xué)者而言尤其重要。然而,由于諸多因素,小學(xué)生閱讀解碼能力的發(fā)展受到一定阻礙。英語繪本獨(dú)立成冊,其豐富的圖片、有趣的故事和富有韻律的語言符合小學(xué)生的認(rèn)知特點(diǎn)。近年來,英語繪本被廣泛運(yùn)用于我國小學(xué)英語教學(xué)中。本研究以兒童認(rèn)知發(fā)展理論和英語閱讀階段理論為基礎(chǔ),在安徽省六安市某小學(xué)五年級的一個自然班里開展為期17周的教學(xué)行動研究,以訪談、測試、和課堂觀察為研究工具,旨在探討英語繪本對小學(xué)生閱讀解碼能力的影響,具體包括對文本概念、音素意識、拼讀能力和閱讀流暢度等四個要素的影響。本次行動研究分為兩輪,具體研究過程遵循庫爾特·勒溫提出的四大步驟:計(jì)劃、行動、觀察和反思。在行動研究前,根據(jù)觀察、前測結(jié)果和訪談制定行動計(jì)劃。在第一輪行動研究中,選取合適的英語繪本,用SPP教學(xué)模式培養(yǎng)小學(xué)生的閱讀解碼能力。根據(jù)第一輪行動研究的結(jié)果,在第二輪行動研究中,對教學(xué)方案進(jìn)行了調(diào)整和優(yōu)化。一方面,結(jié)合自然拼讀教學(xué)來培養(yǎng)學(xué)生的音素意識和拼讀能力;另...

【文章頁數(shù)】：78 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Chapter 1 Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
    1.3 Objectives of the Research
    1.4 Organization of the Paper
Chapter 2 Literature Review
    2.1 English Picture Books
        2.1.1Definitions of English Picture Books
        2.1.2 Features of English Picture Books
    2.2 Reading Decoding Ability
        2.2.1 Definitions of Reading Decoding Ability
        2.2.2 Components of Reading Decoding Ability
    2.3 Previous Research at Home and Abroad
        2.3.1 Previous Research Abroad
        2.3.2 Previous Research at Home
        2.3.3 Research Gap
    2.4 Theoretical Foundations
        2.4.1 Children Cognitive Developmental Theory
        2.4.2 English Reading Phrase Theory
Chapter 3 Research Design
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Tests
        3.3.2 Interviews
        3.3.3 Classroom Observation
    3.4 Action Research
    3.5 Data Collection and Analysis
Chapter 4 Procedures of Action Research
    4.1 Problems Identification
    4.2 Research Hypothesis
    4.3 Overall Planning
    4.4 The First Round of Action Research
        4.4.1 Plan in the First Round
        4.4.2 Action in the First Round
        4.4.3 Observation in the First Round
        4.4.4 Reflection in the First Round
    4.5 The Second-Round Action Research
        4.5.1 Adjustment of the Teaching Plan
        4.5.2 Action in the Second Round
        4.5.3 Observation in the Second Round
        4.5.4 Reflection in the Second Round
Chapter 5 Results and Discussion
    5.1 Discussion on the Results of Reading Decoding Ability Tests
        5.1.1 Discussion on the Results of Text Concepts Tests
        5.1.2 Discussion on the Results of Phonemic Awareness Tests
        5.1.3 Discussion on the Results of Phonics Tests
        5.1.4 Discussion on the Results of Reading Fluency Tests
    5.2 Discussion on the Results of Interviews
    5.3 Discussion on the Results of Classroom Observation
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Research
    6.4 Suggestions for Further Research
Bibliography
Appendices
Acknowledgements



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