本文關(guān)鍵詞：高中英語教學(xué)中的批判性閱讀策略研究　出處：《青島大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：在高中英語學(xué)習(xí)中,閱讀是聽說讀寫四種語言技能中必不可少的一項(xiàng)技能。因此,教師應(yīng)著重提高學(xué)生的閱讀能力和閱讀技巧。隨著語言教學(xué)研究的發(fā)展,英語閱讀教學(xué)取得一定程度的進(jìn)步,但高中英語閱讀教學(xué)的現(xiàn)狀仍不令人滿意。最近幾年,國內(nèi)學(xué)者越來越關(guān)注從國外引進(jìn)的批判性閱讀概念,但他們的研究主要集中于理論探討,很少涉及實(shí)證性研究。本文的研究目的是調(diào)查高中英語批判性閱讀現(xiàn)狀,重點(diǎn)研究了在課堂上教師施行批判性閱讀策略的情況以及學(xué)生在閱讀過程中使用批判性閱讀策略的頻率。本研究以山東省青島市第二中學(xué)、膠州市實(shí)驗(yàn)中學(xué)的4名英語任課教師和160名高中生為研究對(duì)象,通過課堂觀察、問卷調(diào)查和訪談三類研究工具獲得研究數(shù)據(jù),并采用SPSS 13.0軟件進(jìn)行數(shù)據(jù)分析。數(shù)據(jù)分析結(jié)果如下:第一,在教學(xué)過程中,教師對(duì)于批判性閱讀或批判性閱讀策略了解甚少,但教師設(shè)計(jì)的教學(xué)活動(dòng)體現(xiàn)了批判性閱讀策略的特點(diǎn)。第二,在閱讀過程中,學(xué)生很少運(yùn)用批判性閱讀策略,對(duì)于7種批判性閱讀策略的使用情況存在差異,相對(duì)來說,其預(yù)覽和自我調(diào)控策略使用較多,而評(píng)價(jià)策略則使用較少。針對(duì)研究結(jié)果,本文也探討了可能的原因:高中英語課程標(biāo)準(zhǔn)中沒有關(guān)于批判性閱讀教學(xué)的明確要求,教師的教學(xué)理念陳舊,進(jìn)而導(dǎo)致課堂提問缺乏層次感,留給學(xué)生思考的時(shí)間較短�；谝陨涎芯拷Y(jié)果和原因分析,本文為批判性閱讀策略在英語教學(xué)中的培養(yǎng)提出了以下建議:首先,教師應(yīng)該不斷更新自己的教學(xué)理念,學(xué)習(xí)有效的提問方式,為學(xué)生提供更多合適的閱讀材料,創(chuàng)設(shè)合作探究式的學(xué)習(xí)環(huán)境;其次,學(xué)生應(yīng)該勇敢表達(dá)自己的個(gè)人觀點(diǎn),學(xué)會(huì)與他人合作;再次,本文呈現(xiàn)了具體的課堂教學(xué)措施,包括處理好文本意義與深層意義的關(guān)系,批判性閱讀策略的運(yùn)用方法,以及閱讀教學(xué)與寫作教學(xué)的融合;最后,本文提出了建立有效教學(xué)評(píng)價(jià)體系的建議,培養(yǎng)學(xué)生使用批判性閱讀策略的能力。
[Abstract]:In high school English learning, reading is an essential skill in listening, speaking, reading and writing. Therefore, teachers should focus on improving students' reading ability and reading skills. With the development of language teaching and research, teachers should focus on improving students' reading ability and reading skills. Although some progress has been made in the teaching of English reading, the present situation of English reading teaching in senior high schools is still unsatisfactory. In recent years, domestic scholars have paid more and more attention to the concept of critical reading introduced from abroad. However, their research is mainly focused on theoretical research and rarely involves empirical research. The purpose of this study is to investigate the current situation of critical reading in senior high school English. This study focuses on the implementation of critical reading strategies in the classroom and the frequency of students using critical reading strategies in the process of reading. This study is based on Qingdao No. 2 Middle School in Shandong Province. Four English teachers and 160 senior high school students in Jiaozhou Experimental Middle School were selected to obtain the data through classroom observation, questionnaires and interviews. The results are as follows: first, in the teaching process, teachers know little about critical reading or critical reading strategies. However, the teaching activities designed by teachers reflect the characteristics of critical reading strategies. Secondly, in the process of reading, students seldom use critical reading strategies, and there are differences in the use of seven critical reading strategies. Relatively speaking, the previews and self-regulation strategies are used more, while the evaluation strategies are less. According to the results of the study. This paper also discusses the possible reasons: there is no explicit requirement for critical reading teaching in the English curriculum standards of senior high school, and teachers' teaching ideas are outmoded, which leads to the lack of a sense of hierarchy in classroom questioning. Based on the above results and the analysis of the reasons, this paper puts forward the following suggestions for the cultivation of critical reading strategies in English teaching: first of all. Teachers should constantly update their teaching ideas, learn effective questioning methods, provide more appropriate reading materials for students, and create cooperative inquiry learning environment. Second, students should be brave to express their own personal views, learn to cooperate with others; Thirdly, this paper presents specific classroom teaching measures, including dealing with the relationship between text meaning and deep meaning, the application of critical reading strategies, and the integration of reading teaching and writing teaching; Finally, the paper puts forward some suggestions to establish an effective teaching evaluation system to cultivate students' ability to use critical reading strategies.
【學(xué)位授予單位】：青島大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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