本文關(guān)鍵詞： 圖式理論 初中英語(yǔ) 閱讀教學(xué)　出處：《上海師范大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：英語(yǔ)作為當(dāng)今社會(huì)發(fā)展不可或缺的一門(mén)語(yǔ)言,其重要性隨著社會(huì)的發(fā)展日益凸顯,這直接決定了英語(yǔ)這門(mén)學(xué)科在初中教育中的重要性和必要性。在初中英語(yǔ)教學(xué)中,英語(yǔ)教師的教學(xué)目標(biāo)是全面發(fā)展和提升學(xué)生的聽(tīng)、說(shuō)、讀、寫(xiě)能力。學(xué)生的閱讀能力是一項(xiàng)重要的教學(xué)目標(biāo)。學(xué)生英語(yǔ)閱讀能力的提升需要通過(guò)教師的英語(yǔ)閱讀教學(xué)來(lái)實(shí)現(xiàn),因此閱讀教學(xué)就理所應(yīng)當(dāng)?shù)爻蔀榱擞⒄Z(yǔ)教學(xué)的重頭戲。然而傳統(tǒng)的英語(yǔ)閱讀教學(xué)把焦點(diǎn)都放在了詞匯、語(yǔ)法和句子結(jié)構(gòu)上,忽略了閱讀理解本身。這直接影響了現(xiàn)階段的初中英語(yǔ)教學(xué)的效果,讓許多學(xué)生無(wú)法進(jìn)行有效閱讀,最終阻礙了學(xué)生英語(yǔ)閱讀能力的提升。筆者在本次研究中主要采用了文獻(xiàn)研究法和實(shí)證研究法。為全面改善初中英語(yǔ)閱讀教學(xué),從而提升初中生的英語(yǔ)閱讀能力,本文首先詳細(xì)闡述了本次研究的理論基礎(chǔ),在大量文獻(xiàn)研究的基礎(chǔ)上歸納了英語(yǔ)閱讀的本質(zhì)、英語(yǔ)閱讀的三種模式、圖式理論的內(nèi)涵和發(fā)展、三種圖式的作用及其運(yùn)用于閱讀教學(xué)的研究。接下來(lái)通過(guò)調(diào)查問(wèn)卷較全面、客觀地了解了學(xué)生的英語(yǔ)閱讀現(xiàn)狀并分析了現(xiàn)狀背后的原因,然后針對(duì)調(diào)查問(wèn)卷所反映的問(wèn)題,舉出了運(yùn)用圖式理論指導(dǎo)初中英語(yǔ)閱讀教學(xué)的具體措施,并結(jié)合初中教材舉出了教學(xué)實(shí)例。最后,通過(guò)實(shí)驗(yàn)研究的方式,來(lái)驗(yàn)證圖式理論對(duì)初中英語(yǔ)閱讀教學(xué)的有效指導(dǎo)。在本次研究實(shí)驗(yàn)中,參與實(shí)驗(yàn)的學(xué)生一共77名。從本次實(shí)驗(yàn)數(shù)據(jù)不難發(fā)現(xiàn),這些初中生的英語(yǔ)閱讀水平有了比較明顯的、不同程度的提高。更加重要的是,英語(yǔ)閱讀教學(xué)的瓶頸得以打破;在圖式理論的充分運(yùn)用下,英語(yǔ)閱讀教學(xué)也發(fā)生了本質(zhì)上的轉(zhuǎn)變,讓英語(yǔ)閱讀教學(xué)回歸到閱讀本身;學(xué)生在英語(yǔ)閱讀方面掌握了更加行之有效的閱讀策略,培養(yǎng)了更好的閱讀習(xí)慣和閱讀態(tài)度,對(duì)英語(yǔ)閱讀重新燃起了興趣和渴望,并通過(guò)幾個(gè)月的英語(yǔ)閱讀訓(xùn)練有效地提升了英語(yǔ)閱讀能力;全班學(xué)生在英語(yǔ)閱讀部分一直存在的兩極分化現(xiàn)象也有望得到緩解。因此,可以得出這樣的結(jié)論:圖式理論對(duì)初中英語(yǔ)閱讀教學(xué)具有有效指導(dǎo)并應(yīng)該運(yùn)用于初中英語(yǔ)閱讀教學(xué)中。
[Abstract]:English, as an indispensable language in the development of today's society, is becoming more and more important with the development of society, which directly determines the importance and necessity of English as a subject in junior high school education. The teaching goal of English teachers is to develop and improve students' listening, speaking, reading and writing abilities. The students' reading ability is an important teaching goal. The improvement of students' English reading ability needs to be realized through teachers' English reading teaching. Therefore, reading teaching has become an important part of English teaching. However, traditional English reading teaching focuses on vocabulary, grammar and sentence structure. Neglecting reading comprehension itself. This directly affects the effect of junior high school English teaching at the present stage and makes many students unable to read effectively. Finally, it hinders the improvement of students' English reading ability. In this study, the author mainly adopts the literature research method and the empirical research method. In order to improve the junior middle school English reading teaching, so as to improve the junior high school students' English reading ability. This paper first elaborates the theoretical basis of this study, and summarizes the essence of English reading, the three modes of English reading, the connotation and development of schema theory on the basis of a large number of literature studies. The function of the three schemas and their application in reading teaching are studied. Secondly, the author objectively understands the students' English reading status and analyzes the reasons behind it through the questionnaire, and then aims at the problems reflected in the questionnaire. This paper gives some concrete measures to guide English reading teaching in junior high school by schema theory, and gives a teaching example combined with junior high school teaching material. In this study, 77 students participated in the experiment. From the experimental data, it is not difficult to find that the English reading level of these junior high school students is quite obvious. More importantly, the bottleneck of English reading teaching can be broken, and with the full use of schema theory, English reading teaching has also undergone essential changes, which makes the teaching of English reading return to reading itself. Students have mastered more effective reading strategies, developed better reading habits and attitudes, and rekindled their interest and desire in English reading. And through several months of English reading training, English reading ability has been effectively improved, and the polarization that has existed in the English reading section of the class is expected to be alleviated. It can be concluded that schema theory is an effective guide for junior high school English reading teaching and should be applied to junior high school English reading teaching.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.41

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