在當(dāng)今這個開放和國際化的社會中,英語閱讀能力對學(xué)生的重要性是毋庸置疑的�！镀胀ǜ咧杏⒄Z課程標(biāo)準(zhǔn)》(2017)指出,要使學(xué)生獲得長期深遠的發(fā)展,故事類閱讀和非故事類閱讀在英語學(xué)習(xí)中都是必不可少的。英語非故事類文本對學(xué)生閱讀能力和思維品質(zhì)的發(fā)展至關(guān)重要。但是,由于英語非故事類文本復(fù)雜隱晦的文本結(jié)構(gòu)和行文邏輯關(guān)系,它的價值在英語教學(xué)中沒有得到充分實現(xiàn)。為充分發(fā)揮英語非故事類文本的價值,眾多學(xué)者做出了一些相關(guān)研究,思維可視化在英語非故事類文本閱讀教學(xué)中的應(yīng)用便是相關(guān)研究之一。思維可視化的主要特征是能使原本隱晦的文本結(jié)構(gòu)和行文邏輯關(guān)系清晰地可見。具體來說,每一種文本結(jié)構(gòu)都有一種或兩種思維可視化中的組織圖示與之相對應(yīng)。因此,思維可視化在一定程度上能夠促進學(xué)生的深度理解,發(fā)展學(xué)生的思維品質(zhì)。思維可視化在英語聽力、閱讀和寫作教學(xué)中有著廣泛應(yīng)用。但是,有一些國內(nèi)的英語教師沒有注意到思維可視化和英語非故事類文本之間的密切關(guān)系�；谇叭搜芯恳约皥D示理論和雙重編碼理論,本文就以下三個問題進行研究:1.思維可視化對學(xué)生英語非故事類文本閱讀能力有何影響?2.思維可視化對學(xué)生英語非故事類閱讀興趣有何影響?3.思維可...

【文章頁數(shù)】：106 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
        1.1.1 The Importance of English Non-Fiction
        1.1.2 The Challenge in English Non-Fiction Reading Teaching
    1.2 Research Purpose and Significance
    1.3 Layout of the Thesis
Chapter Two Literature Review
    2.1 Key Terms
        2.1.1 The Definition of Non-Fiction
        2.1.2 The Definition of Thinking Visualization
    2.2 Research on English Non-Fiction Reading Teaching
        2.2.1 Research on English Non-Fiction Reading Teaching Abroad
        2.2.2 Research on English Non-Fiction Reading Teaching at Home
    2.3 Research on Thinking Visualization
        2.3.1 Research on Thinking Visualization Abroad
        2.3.2 Research on Thinking Visualization at Home
    2.4 Research on the Application of Thinking Visualization in English Non-Fiction ReadingTeaching
        2.4.1 Research on the Application of Thinking Visualization in English Non-FictionReading Teaching Abroad
        2.4.2 Research on the Application of Thinking Visualization in English Non-FictionReading Teaching at Home
Chapter Three Theoretical Basis
    3.1 Schema Theory
    3.2 Dual Coding Theory
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Research Participants
    4.3 Research Instruments
        4.3.1 Pre-test and Post-test of Students’English Non-Fiction Reading Proficiency
        4.3.2 Questionnaires of Students’Interest in English Non-Fiction Reading
    4.4 Research Procedure
    4.5 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 Data Analysis
        5.1.1 Analysis of the Results of Pre-test in EC and CC
        5.1.2 Analysis of the Results of Post-test in EC and CC
        5.1.3 Analysis of the Results of Questionnaires in EC
    5.2 Discussion
        5.2.1 Discussion on the Change of Students’English Non-Fiction Reading Proficiency
        5.2.2 Discussion on Students’Interest in English Non-Fiction Reading
        5.2.3 Discussion on the Application of Thinking Visualization in English Non-FictionReading Teaching
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Study
    6.4 Suggestions for Further Study
Bibliography
AppendixⅠ
AppendixⅡ
AppendixⅢ
AppendixⅣ
Acknowledgments



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