當(dāng)今社會(huì),隨著經(jīng)濟(jì)和政治的發(fā)展,越來(lái)越多的人認(rèn)識(shí)到了英語(yǔ)的重要性,也越來(lái)越重視學(xué)習(xí)英語(yǔ)。閱讀作為英語(yǔ)四項(xiàng)必備技能之一,在英語(yǔ)學(xué)習(xí)中起著至關(guān)重要的作用。在小學(xué)階段,閱讀也是學(xué)生獲取知識(shí)、積累詞匯、熟悉句型、培養(yǎng)書(shū)面表達(dá)能力的重要途徑。按照常規(guī)的教學(xué)方法,在英語(yǔ)閱讀教學(xué)過(guò)程中,教師通常會(huì)特別注意詞匯和語(yǔ)法的使用,但很少指導(dǎo)學(xué)生使用閱讀策略,也很少在課堂上與學(xué)生進(jìn)行交流。這將導(dǎo)致學(xué)生在英語(yǔ)閱讀過(guò)程中缺乏對(duì)文章內(nèi)容的全面理解和把握,學(xué)生也逐漸失去了學(xué)習(xí)英語(yǔ)的興趣與熱情。為了解決教學(xué)中遇到的問(wèn)題,本研究將圖形組織者應(yīng)用于小學(xué)英語(yǔ)閱讀教學(xué)過(guò)程中,用視覺(jué)符號(hào)來(lái)表達(dá)知識(shí)、概念、思想或想法,以及它們之間的關(guān)系。圖形組織者可以將學(xué)生看不見(jiàn)的內(nèi)心活動(dòng)轉(zhuǎn)化為可見(jiàn)的活動(dòng),促進(jìn)學(xué)生對(duì)閱讀文本的理解。本研究試圖解決以下兩個(gè)問(wèn)題:圖形組織者對(duì)小學(xué)生閱讀能力有什么影響?使用圖形組織者后,小學(xué)生英語(yǔ)學(xué)習(xí)興趣有什么改變?針對(duì)以上研究問(wèn)題,本研究以沈陽(yáng)市某私立小學(xué)六年級(jí)兩個(gè)平行班、共81名學(xué)生為研究對(duì)象,進(jìn)行了為期三個(gè)月的實(shí)驗(yàn)研究。實(shí)驗(yàn)班采用圖形組織者教學(xué)法進(jìn)行教學(xué),對(duì)照班采用常規(guī)的閱讀教學(xué)法。研究過(guò)程中采用了測(cè)驗(yàn)、問(wèn)卷、觀...

【文章頁(yè)數(shù)】：104 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter1 Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Overall Structure of the Thesis
Chapter2 Literature Review
    2.1 Introduction of Graphic Organizer
        2.1.1 Definition of Graphic Organizer
        2.1.2 Classification of Graphic Organizer
        2.1.3 Functions of Graphic Organizer
    2.2 Related Theories on Graphic Organizer
        2.2.1 Schema Theory
        2.2.2 Knowledge Visualization
        2.2.3 Meaningful Learning Theory
    2.3 Reading
        2.3.1 Definition of Reading
        2.3.2 Models of Reading
        2.3.3 Strategies of Reading
    2.4 Relationship between Graphic Organizer and English Reading Teaching
    2.5 Previous Studies of Graphic Organizer Abroad and at Home
        2.5.1 Previous Studies Abroad
        2.5.2 Previous Studies at Home
Chapter3 Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Instruments
        3.3.1 Test
        3.3.2 Questionnaire
        3.3.3 Observation
        3.3.4 Interview
    3.4 Teaching Procedure
        3.4.1 Teaching Procedure in Experiment Class
        3.4.2 Teaching Procedure in Control Class
    3.5 Data Collection and Analysis
        3.5.1 Data Collection
        3.5.2 Data Analysis
Chapter4 Results and Discussion
    4.1 Results
        4.1.1 Results of Tests
        4.1.2 Results of Questionnaires
        4.1.3 Results of Observation
        4.1.4 Results of Interviews
    4.2 Discussion
        4.2.1 Effects of Graphic Organizer on Students’Reading Competence
        4.2.2 Changes of Students’Interest in English Reading
Chapter5 Conclusion
    5.1 Major Findings of the Study
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
    5.4 Suggestions for Further Studies
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H



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