本文選題：主旨大意辨認 + 范疇化理論　； 參考：《廣州大學》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習的要求之一。語言學家一致認為,系統(tǒng)有效的閱讀策略訓練是獲得這種能力的必要條件。本研究根據(jù)認知范疇化理論,通過文章主旨教學的訓練方法,研究定位文章主旨大意這種策略訓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),在閱讀英語材料時把握主旨大意能力不強的學生具有以下三個共同點:1)不能很好地區(qū)分詞匯的上義項和下義項,即信息的重要性辨別能力弱;2)對文章脈絡(luò)結(jié)構(gòu)沒有清晰的認識,即篇章意識不強;3)沒有得到來自書本和老師的對該項技能的系統(tǒng)化指導和訓練�；谝陨习l(fā)現(xiàn),本研究根據(jù)范疇化理論,設(shè)計了一項實驗研究。實驗選取廣州市東江中學高二年級的兩個平行班作為對象,其中一個為實驗班,一個為控制班。實驗從2016年9月開始,至2016年12月結(jié)束。實驗班以范疇理論為指導,進行英文文章主旨大意提取訓練;控制班則采用常規(guī)教學方法,即指導學生通過標題猜測,快速閱讀以及仔細閱讀等閱讀策略來找主旨大意。實驗后通過問卷調(diào)查以及閱讀理解試題進行檢驗。該實驗主要是探討兩個問題:在范疇理論指導下的高中英語抓文章主旨大意閱讀教學對學生的閱讀理解能力有何影響;在范疇理論指導下的高中英語抓文章主旨大意閱讀教學對學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)。在實驗結(jié)束后,后測試卷用來檢測實驗研究的效果。后測結(jié)果顯示,實驗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)果以及分析隨機抽取的八個同學的訪談記錄表明,高中英語抓文章主旨大意閱讀教學這種策略訓練增加了學生的英語學習的信心和興趣。
[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.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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