發(fā)布時間：2023-04-25 04:40

　　在高中英語學習的過程中,閱讀作為一種重要的方式可以培養(yǎng)學生對語言運用的綜合能力,并且在四項英語基本技能中占據(jù)著顯著的地位。因此,提高學生的閱讀能力已經(jīng)成為了老師的重要任務(wù)。近年來,國內(nèi)的教育改革已經(jīng)越來越關(guān)注學生的自主學習與合作學習的能力,強調(diào)學生應該成為學習的主體。然而,在高中英語閱讀課堂中,老師仍然采用傳統(tǒng)的教學方式,只是一味地進行知識的灌輸和講解,沒有留給學生獨立思考的空間,忽略了學生在學習過程中的主體性,這樣一來就導致了學生對英語閱讀產(chǎn)生厭倦的消極態(tài)度,并且學生在課下也沒有根據(jù)自身的興趣和能力進行合適的補充閱讀,學習的效率變得很低。因此,有必要探索一些新的教學方法來提高學生的閱讀興趣和能力。自從交際法引入到中國以來,它作為一種全新的教學理論受到了不少教育者的青睞,并對它做了一些研究,然而大多數(shù)的研究都是針對該教學法在大學英語口語教育和職業(yè)英語教育的應用,對普通高中英語閱讀的應用研究卻不是很多。因此筆者決定對交際法在高中英語閱讀課堂的應用進行實證研究,旨在通過研究論證交際法是否能夠改變學生對英語閱讀的消極態(tài)度,并提高他們的英語閱讀能力。本文的研究問題如下:1.交際教學法對高中生的...

【文章頁數(shù)】：105 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Significance
    1.3 Research Question
    1.4 Research Methods
    1.5 Structure of the Thesis
Chapter Two Literature Review
    2.1 Reviews of English Reading Teaching Abroad and at Home
        2.1.1 Previous Studies on English Reading Teaching of Senior High School Abroad
        2.1.2 Previous Studies on English Reading Teaching of Senior High School at Home
    2.2 Reviews of the Communicative Approach Abroad and at Home
        2.2.1 Previous Studies on the Communicative Approach Abroad
        2.2.2 Previous Studies on the Communicative Approach at Home
    2.3 Reviews of the Application of the Communicative Approach to English Reading Teaching Abroad and at Home
        2.3.1 Previous Studies on the Application of the Communicative Approach to English Reading Teaching Abroad
        2.3.2 Previous Studies on the Application of the Communicative Approach to English Reading Teaching at Home
Chapter Three Theoretical Framework
    3.1 The Communicative Approach
        3.1.1 Definition of the Communicative Approach
        3.1.2 Features of the Communicative Approach
        3.1.3 Principles of the Communicative Approach
    3.2 Linguistic Theory Basis
        3.2.1 Hymes’s Communicative Competence
        3.2.2 Halliday’s Functional Language Use
    3.3 Psychological Theory Basis
Chapter Four Research Design
    4.1 Research Objectives
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Questionnaires
        4.3.2 Tests
        4.3.3 Interview
    4.4 Research Procedures
        4.4.1 Pre-test
        4.4.2 Pre-questionnaire
        4.4.3 Teaching Experiment
        4.4.4 Post-test
        4.4.5 Post-questionnaire
        4.4.6 Interview
    4.5 A Sample Lesson
Chapter Five Data Analysis and Discussion
    5.1 Data Analysis of Questionnaires
        5.1.1 Data Analysis of the Pre-questionnaire
        5.1.2 Data Analysis of the Post-questionnaire
    5.2 Data Analysis of the Tests
        5.2.1 Data Analysis 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 the Post-test in EC
        5.2.4 Data Analysis of the Pre-test and the Post-test in CC
    5.3 Data Analysis of Interview
    5.4 Discussion
Chapter Six Conclusion
    6.1 The Major Findings
    6.2 Pedagogical Implications
    6.3 The Limitations and Suggestions
Bibliography
Appendixes
    Appendix Ⅰ(Questioinnaire A)
    Appendix Ⅱ(The pre-test)
    Appendix Ⅲ(The post-test)
    Appendix Ⅳ(Test Score)
    Appendix Ⅴ(Questionnaire B)
    Appendix Ⅵ(Interview)



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