本文選題：概念圖　切入點(diǎn)：態(tài)度　出處：《渤海大學(xué)》2017年碩士論文

【摘要】：閱讀作為英語(yǔ)學(xué)習(xí)的重要技能,受到英語(yǔ)學(xué)習(xí)者的廣泛重視。在初中英語(yǔ)教育里,英語(yǔ)閱讀也是學(xué)生重點(diǎn)學(xué)習(xí)部分,但許多學(xué)生進(jìn)行閱讀理解時(shí),認(rèn)為生詞語(yǔ)法是最重要的,忽略了閱讀策略的使用。概念圖是由概念、命題、交叉連接和層級(jí)結(jié)構(gòu)為基本要素,用來(lái)組織和表征知識(shí)的工具。本文基于概念圖理論,致力于研究當(dāng)概念圖作為學(xué)習(xí)策略應(yīng)用于閱讀中時(shí),學(xué)生對(duì)它的接受程度,其對(duì)學(xué)生閱讀策略的影響以及對(duì)于學(xué)生閱讀成績(jī)的影響。研究問(wèn)題為:(1)將概念圖策略使用在英語(yǔ)閱讀中會(huì)對(duì)學(xué)生使用它的態(tài)度產(chǎn)生積極影響嗎?(2)將概念圖策略使用在英語(yǔ)閱讀中會(huì)對(duì)學(xué)生的閱讀策略產(chǎn)生積極影響嗎?(3)將概念圖策略使用在英語(yǔ)閱讀中會(huì)對(duì)學(xué)生的閱讀能力產(chǎn)生積極影響嗎?本研究在遼寧省朝陽(yáng)市第一初級(jí)中學(xué)進(jìn)行,為期13周(2016年9月2日至12月2日)。參與者是來(lái)自八年級(jí)的82名學(xué)生。含42名學(xué)生的二班被設(shè)置為實(shí)驗(yàn)班級(jí)(EC),含40名學(xué)生的五班為控制班級(jí)(CC)。在本實(shí)驗(yàn)中,EC學(xué)生以概念圖為工具進(jìn)行閱讀學(xué)習(xí),而CC學(xué)生用傳統(tǒng)語(yǔ)法翻譯法學(xué)習(xí)如何閱讀。實(shí)驗(yàn)中涉及到的工具包括問(wèn)卷,測(cè)試和訪談。數(shù)據(jù)分析工作,通過(guò)SPSS(社會(huì)科學(xué)統(tǒng)計(jì)軟件包)(19.0版)進(jìn)行。基于定性和定量數(shù)據(jù)分析,發(fā)現(xiàn)通過(guò)實(shí)際應(yīng)用,學(xué)生對(duì)于概念圖應(yīng)用在閱讀中的態(tài)度有了積極的轉(zhuǎn)變,使用閱讀策略的能力也有所提升,并提高了一定的閱讀成績(jī)。因此,在閱讀教學(xué)中使用概念圖是積極有效的。希望本論文的研究結(jié)果可以幫助學(xué)生更好地進(jìn)行閱讀活動(dòng),提升教師的教學(xué)水平。并且本論文包含對(duì)于自身的結(jié)論闡述,暗示,局限性以及對(duì)未來(lái)進(jìn)一步研究的建議。
[Abstract]:Reading, as an important skill in English learning, is widely valued by English learners. In junior middle school English education, English reading is also a key part of students' study. However, many students think that the grammar of new words is the most important when reading comprehension. The use of reading strategies is ignored. Concept diagrams are tools for organizing and representing knowledge, which are made up of concepts, propositions, cross-links, and hierarchies. To study the students' acceptance of concept maps when they are used as learning strategies in reading. The impact on students' reading strategies and their reading achievement. The research question is: 1) will the use of concept map strategies in English reading have a positive impact on the attitude of students to use it? Will the use of concept map strategies in English reading have a positive impact on students' reading strategies? Will the use of concept map strategies in English reading have a positive impact on students' reading ability? This study was carried out at the No.1 Junior Middle School in Chaoyang City, Liaoning Province. The participants were 82 students from Grade 8. Class 2, including 42 students, was set up as the experimental class level, and class 5, including 40 students, was used as the control class. In this experiment, the students of the EC were enrolled in the experiment. Using concept diagrams as a tool for reading, CC students learn how to read by traditional grammar translation methods. The tools involved in the experiment include questionnaires, tests and interviews. Data analysis is carried out through SPSS (Social Science Statistical Software package: SPSS19.0) based on qualitative and quantitative data analysis. It is found that through practical application, students' attitude towards concept map application in reading has been changed positively, the ability of using reading strategies has also been improved, and certain reading results have been improved. The use of concept maps in reading teaching is positive and effective. It is hoped that the results of this paper can help students to better their reading activities and improve the teaching level of teachers. Limitations and suggestions for further research in the future.
【學(xué)位授予單位】：渤海大學(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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本文編號(hào)：1680283