【摘要】：閱讀既是學(xué)生獲得信息的有效工具,又是發(fā)展學(xué)生綜合語(yǔ)言能力的重要橋梁。提高學(xué)生的閱讀能力是英語(yǔ)教學(xué)的目標(biāo)之一。然而在目前的高中英語(yǔ)閱讀教學(xué)中,由于受應(yīng)試教育的影響,大多數(shù)教師只重視學(xué)生英語(yǔ)閱讀成績(jī)的提高,而忽略了對(duì)學(xué)生閱讀能力的培養(yǎng)。更嚴(yán)重的是,一些教師忽略了學(xué)生在閱讀學(xué)習(xí)過程中的心理問題。實(shí)際上,英語(yǔ)閱讀焦慮普遍存在于學(xué)生的閱讀過程中,影響著學(xué)生的閱讀成績(jī)。如何緩解這種焦慮是一亟待解決的問題。盡管學(xué)生的英語(yǔ)閱讀焦慮問題已經(jīng)引起很多英語(yǔ)教育工作者的注意,目前的相關(guān)研究?jī)H停留在理論方面。多數(shù)研究雖已從理論層面證明英語(yǔ)閱讀焦慮會(huì)對(duì)學(xué)生的閱讀成績(jī)產(chǎn)生消極影響,但關(guān)于探索閱讀焦慮和閱讀教學(xué)法兩者關(guān)系的實(shí)證研究卻少之又少。因此,本研究試圖將一種有效的教學(xué)方法──支架式教學(xué)法應(yīng)用于高中英語(yǔ)閱讀教學(xué)中,并探索其對(duì)緩解學(xué)生英語(yǔ)閱讀焦慮的有效性。在本研究中,筆者以唐河縣第一高級(jí)中學(xué)的兩個(gè)自然班為被試展開實(shí)證研究。實(shí)驗(yàn)過程中,實(shí)驗(yàn)班采用支架式教學(xué)法進(jìn)行閱讀教學(xué),而控制班仍采用傳統(tǒng)的閱讀教學(xué)法。本研究試圖回答以下問題:1.高中生的英語(yǔ)閱讀焦慮程度如何?2.英語(yǔ)閱讀焦慮如何影響學(xué)生的閱讀成績(jī)?3.如何利用支架式教學(xué)緩解學(xué)生的英語(yǔ)閱讀焦慮?實(shí)驗(yàn)進(jìn)行了三個(gè)月,以問卷調(diào)查,訪談,測(cè)試等為實(shí)驗(yàn)工具。實(shí)驗(yàn)結(jié)束后,筆者用SPSS對(duì)收集的數(shù)據(jù)進(jìn)行分析、對(duì)比。結(jié)果表明,實(shí)驗(yàn)結(jié)束后,實(shí)驗(yàn)班學(xué)生的英語(yǔ)閱讀焦慮程度比控制班學(xué)生低。另外,和控制班學(xué)生相比,實(shí)驗(yàn)班學(xué)生在后測(cè)時(shí)取得了更大的進(jìn)步。因此本研究表明,高中生的確有著不同程度的英語(yǔ)閱讀焦慮;支架式教學(xué)能夠有效緩解學(xué)生的焦慮,并提高學(xué)生的英語(yǔ)閱讀成績(jī)。綜上所述,本文從新的角度對(duì)支架式教學(xué)在緩解高中生英語(yǔ)閱讀焦慮中的應(yīng)用進(jìn)行研究。根據(jù)研究,筆者最后得出結(jié)論,支架式教學(xué)不但能夠有效地緩解學(xué)生英語(yǔ)閱讀焦慮,而且可以顯著地提高學(xué)生的英語(yǔ)閱讀成績(jī)。因此,支架式教學(xué)可以被應(yīng)用于高中英語(yǔ)閱讀教學(xué)中,幫助學(xué)生解決這一心理問題。但由于筆者自身的知識(shí)和能力有限,研究中仍存在許多問題,今后需要更多深入的研究。最后,筆者對(duì)英語(yǔ)閱讀教學(xué)以及以后相關(guān)的研究提出了一些建議。
[Abstract]:Reading is not only an effective tool for students to obtain information, but also an important bridge to develop students' comprehensive language ability. Improving students' reading ability is one of the goals of English teaching. However, due to the influence of examination-oriented education, most teachers only pay attention to the improvement of students' English reading performance, but neglect the cultivation of students' reading ability in the current English reading teaching in senior high schools. More seriously, some teachers ignore the students' psychological problems in reading. In fact, English reading anxiety generally exists in students' reading process and affects their reading performance. How to alleviate this anxiety is a problem to be solved. Although the problem of English reading anxiety has attracted the attention of many English educators, the current research only focuses on theory. Although most studies have theoretically proved that English reading anxiety has a negative impact on students' reading performance, there are few empirical studies on the relationship between reading anxiety and reading teaching methods. Therefore, this study attempts to apply an effective teaching method, the scaffolding approach, to high school English reading teaching and to explore its effectiveness in alleviating students' English reading anxiety. In this study, the author conducted an empirical study on two natural classes in Tanghe No. 1 Senior Middle School. In the course of the experiment, the experimental class adopts the scaffold teaching method, while the control class still adopts the traditional reading teaching method. This study attempts to answer the following questions: 1. What is the anxiety level of English reading in high school students? 2. How does English reading anxiety affect students' reading scores? How to use scaffolding teaching to relieve students' reading anxiety? The experiment was conducted for three months, with questionnaire, interview, test and so on as the experimental tool. After the experiment, the author analyzed and compared the collected data with SPSS. The results showed that after the experiment, the students' reading anxiety was lower in the experimental class than that in the control class. In addition, compared with the control class, the experimental class made more progress in the post-test. Therefore, this study shows that high school students do have different degrees of English reading anxiety, and scaffolding teaching can effectively alleviate students' anxiety and improve students' English reading scores. To sum up, this paper studies the application of scaffolding teaching in relieving English reading anxiety of senior high school students from a new perspective. According to the research, the author concludes that the scaffolding teaching can not only relieve the students' English reading anxiety, but also improve the students' English reading scores. Therefore, scaffolding teaching can be used in high school English reading teaching to help students solve this psychological problem. However, due to the limited knowledge and ability of the author, there are still many problems in the research, and more in-depth research is needed in the future. Finally, the author puts forward some suggestions on English reading teaching and related research.
【學(xué)位授予單位】：河南大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41

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