發(fā)布時間：2024-03-07 03:06

　　近年來,人類社會已經(jīng)步入了知識爆炸的信息時代。此外,新課程的核心理念與《英語課程標準》都對學生的閱讀能力提出了較高要求。在此背景下,傳統(tǒng)的英語閱讀教學已遠遠不能滿足教學需要。本研究試圖從知識可視化工具的角度,探討其在初中英語閱讀教學中的應用,以此來提高學生的閱讀水平,幫助學生培養(yǎng)良好的閱讀習慣。本研究通過實驗教學將知識可視化工具運用到初中英語閱讀教學中,以便探究知識可視化工具與初中英語閱讀教學相結(jié)合的有效途徑。本文研究問題為:(1)與傳統(tǒng)閱讀教學方法相比,使用知識可視化工具的閱讀教學法是否能更有效地提高初中生英語閱讀水平?(2)與傳統(tǒng)閱讀教學方法相比,使用知識可視化工具的閱讀教學法能否改善初中生英語閱讀習慣?通過文獻研究,本文首先界定了知識可視化、知識可視化工具等核心概念,回顧并總結(jié)了國內(nèi)外英語教學中的知識可視化工具研究現(xiàn)狀及水平。其次,通過問卷調(diào)查和訪談相結(jié)合的方法就初中生的英語閱讀習慣以及對于知識可視化工具的了解情況分別對學生和教師進行調(diào)查分析,同時對兩個班級同時進行了旨在測試英語閱讀水平的前測考試,然后選擇實驗班進行知識可視化工具指導下的英語閱讀教學實驗研究。在實驗后又開展了一次...

【文章頁數(shù)】：156 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter1 Introduction
    1.1 Research Background
        1.1.1 The New Requirements
        1.1.2 The Knowledge and Image Age
        1.1.3 The Current Situation
    1.2 Research Significance
    1.3 Research Objectives
    1.4 The framework of the Research
Chapter2 Literature Review
    2.1 An Overview of Knowledge Visualization
        2.1.1 The definition of Knowledge Visualization
        2.1.2 The classification of Knowledge Visualization
    2.2 Previous Studies on Knowledge Visualization
        2.2.1 Studies of Knowledge Visualization Abroad
        2.2.2 Studies of Knowledge Visualization at Home
    2.3 Previous Studies on Knowledge Visualization and Junior high schoolEnglish Teaching
        2.3.1 Knowledge Visualization and Junior high school EnglishTeaching Abroad
        2.3.2 Knowledge Visualization and Junior high school EnglishTeaching at Home
    2.4 Previous Studies on Reading genre
    2.5 Summary
Chapter3 Research Methodology
    3.1 Research questions
    3.2 Research participants
    3.3 Research methods
        3.3.1 Questionnaire
        3.3.2 Interview
        3.3.3 Reading Proficiency Test
    3.4 Research Procedure
        3.4.1 The pre-test stage
        3.4.2 Experiment implementation stage
        3.4.3 The post-test stage
Chapter4 Application of Knowledge Visualization Tools(KVT for short)
    4.1 Current Situation of KVT
        4.1.1 Students’Identification of KVT
        4.1.2 Students’Attitude towards KVT
        4.1.3 Students’Mastery and Understanding of KVT
        4.1.4 Teachers’Attitude toward KVT
    4.2 Application of KVT in Narrative Reading
    4.3 Application of KVT in Expository Reading
    4.4 Application of KVT in Argumentative Reading
    4.5 Application of KVT in Practical Reading
    4.6 The application summary of KVT in reading class
Chapter5 Discussion and Results
    5.1 English Reading Attitudes Questionnaire(ERAQ)Analysis
    5.2 Data Analysis of the Reading Proficiency Test
    5.3 Research results
Chapter6 Conclusion
    6.1 Major findings
    6.2 The Limitations of the Study
    6.3 Suggestions for further study
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
攻讀學位期間取得的研究成果
Acknowledgements



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