本文選題：主旨大意辨認(rèn) + 范疇化理論��； 參考：《廣州大學(xué)》2017年碩士論文

【摘要】：掌握閱讀材料的主旨大意是我國高中生英語學(xué)習(xí)的要求之一。語言學(xué)家一致認(rèn)為,系統(tǒng)有效的閱讀策略訓(xùn)練是獲得這種能力的必要條件。本研究根據(jù)認(rèn)知范疇化理論,通過文章主旨教學(xué)的訓(xùn)練方法,研究定位文章主旨大意這種策略訓(xùn)練對中國高中生英語閱讀理解的影響。經(jīng)閱讀該領(lǐng)域前人的一些相關(guān)研究以及自己初步研究發(fā)現(xiàn),在閱讀英語材料時(shí)把握主旨大意能力不強(qiáng)的學(xué)生具有以下三個(gè)共同點(diǎn):1)不能很好地區(qū)分詞匯的上義項(xiàng)和下義項(xiàng),即信息的重要性辨別能力弱;2)對文章脈絡(luò)結(jié)構(gòu)沒有清晰的認(rèn)識(shí),即篇章意識(shí)不強(qiáng);3)沒有得到來自書本和老師的對該項(xiàng)技能的系統(tǒng)化指導(dǎo)和訓(xùn)練�；谝陨习l(fā)現(xiàn),本研究根據(jù)范疇化理論,設(shè)計(jì)了一項(xiàng)實(shí)驗(yàn)研究。實(shí)驗(yàn)選取廣州市東江中學(xué)高二年級的兩個(gè)平行班作為對象,其中一個(gè)為實(shí)驗(yàn)班,一個(gè)為控制班。實(shí)驗(yàn)從2016年9月開始,至2016年12月結(jié)束。實(shí)驗(yàn)班以范疇理論為指導(dǎo),進(jìn)行英文文章主旨大意提取訓(xùn)練;控制班則采用常規(guī)教學(xué)方法,即指導(dǎo)學(xué)生通過標(biāo)題猜測,快速閱讀以及仔細(xì)閱讀等閱讀策略來找主旨大意。實(shí)驗(yàn)后通過問卷調(diào)查以及閱讀理解試題進(jìn)行檢驗(yàn)。該實(shí)驗(yàn)主要是探討兩個(gè)問題:在范疇理論指導(dǎo)下的高中英語抓文章主旨大意閱讀教學(xué)對學(xué)生的閱讀理解能力有何影響;在范疇理論指導(dǎo)下的高中英語抓文章主旨大意閱讀教學(xué)對學(xué)生抓文章主旨大意的能力有何影響。SPSS 18.0版本被用來分析從前后測試得到的數(shù)據(jù)。在實(shí)驗(yàn)結(jié)束后,后測試卷用來檢測實(shí)驗(yàn)研究的效果。后測結(jié)果顯示,實(shí)驗(yàn)班閱讀理解部分平均分是27.4667,而控制班閱讀理解部分平均分是22.8889,通過分析問卷調(diào)查結(jié)果以及分析隨機(jī)抽取的八個(gè)同學(xué)的訪談?dòng)涗洷砻?高中英語抓文章主旨大意閱讀教學(xué)這種策略訓(xùn)練增加了學(xué)生的英語學(xué)習(xí)的信心和興趣。
[Abstract]:Mastering the gist of reading materials is one of the requirements for senior high school students in China. Linguists agree that systematic and effective reading strategy training is a necessary condition for this ability. Based on the cognitive categorization theory, the present study investigates the influence of this strategy training on the reading comprehension of Chinese senior high school students. After reading some related studies in this field and their own preliminary studies, it is found that students who have not grasped the main idea in reading English materials have the following three common points: 1) they can not distinguish between the upper and the lower meanings of vocabulary very well. That is, the importance of information discrimination is weak (2) there is no clear understanding of the structure of the context of the article, that is, the text awareness is not strong. 3) No systematic guidance and training from books and teachers on this skill has been obtained. Based on the above findings, an experimental study was designed based on categorization theory. The experiment selects two parallel classes in grade two of Dongjiang Middle School in Guangzhou as the object, one of which is the experimental class and the other is the control class. The experiment began in September 2016 and ended in December 2016. The experimental class is guided by category theory, and the control class adopts the conventional teaching method, which instructs students to find the main idea through reading strategies such as headline guessing, fast reading and careful reading. After the experiment, questionnaire and reading comprehension test were used to test. Under the guidance of category theory, this experiment mainly discusses two questions: how does the main purpose reading teaching of senior high school students influence students' reading comprehension ability; Under the guidance of category theory, the main purpose reading teaching of English articles in senior high school has an impact on the students' ability to grasp the main idea. SPSS version 18.0 is used to analyze the data obtained from the pre-test and post-test. At the end of the experiment, the post-test paper was used to test the effect of the experimental study. The post-test results showed that the average score of reading comprehension in the experimental class was 27.4667, while that in the control class was 22.8889.Through analyzing the results of the questionnaire and the interview records of the eight randomly selected students, it was found that the average score of the reading comprehension part in the experimental class was 27.4667 and 22.8889 respectively. This kind of strategy training increases students' confidence and interest in English learning.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前7條

1 蔡麗芳;;基于圖式閱讀理論探究“閱讀主旨大意題”解題策略[J];英語教師;2017年02期

2 李元科;鄧飛;;命題意義重復(fù)視角下語篇銜接與主旨大意的關(guān)系及應(yīng)用研究[J];外語與外語教學(xué);2015年03期

3 施薇;;高三英語閱讀理解主旨大意題訓(xùn)練教學(xué)設(shè)計(jì)[J];教育教學(xué)論壇;2014年13期

4 蔡基剛;;英漢文章中心思想表達(dá)位置差異及其對中國學(xué)生英語寫作影響[J];國外外語教學(xué);2007年01期

5 王瑞昀,王大智;閱讀理解的認(rèn)知研究[J];鄭州大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2004年01期

6 錢冠連;有理據(jù)的范疇化過程——語言理論研究中的原創(chuàng)性[J];外語與外語教學(xué);2001年10期

7 黃仁發(fā);中小學(xué)生歸納文章中心思想的特點(diǎn)分析[J];心理發(fā)展與教育;1989年02期

相關(guān)碩士學(xué)位論文 前4條

1 顧佳昕;思維導(dǎo)圖在初中英語閱讀教學(xué)中應(yīng)用的實(shí)證研究[D];渤海大學(xué);2015年

2 楊建龍;大學(xué)生英語閱讀理解的原型范疇之研究[D];西華大學(xué);2011年

3 黃希璐;范疇理論在高中英語閱讀教學(xué)中的應(yīng)用研究[D];廣州大學(xué);2011年

4 李光;主述位理論與英語閱讀教學(xué)研究[D];東北林業(yè)大學(xué);2007年

，

本文編號：1847218