【摘要】：在我國(guó)現(xiàn)階段,英語(yǔ)是學(xué)生的必修課之一,其中閱讀更是英語(yǔ)的四大核心之一,在英語(yǔ)學(xué)習(xí)中起著重要的作用。近年來(lái),國(guó)家對(duì)于英語(yǔ)閱讀的要求和對(duì)學(xué)生的英語(yǔ)閱讀能力的考察也逐步增加。然而,在日常英語(yǔ)閱讀教學(xué)中,大多數(shù)的英語(yǔ)教師仍以傳統(tǒng)的教學(xué)方式進(jìn)行教學(xué),只進(jìn)行文章翻譯,講解文章的知識(shí)點(diǎn),使得課堂枯燥無(wú)味,令學(xué)生厭煩,讓學(xué)生對(duì)英語(yǔ)閱讀失去了興趣,影響了閱讀效果。體裁教學(xué)法是一種建立在體裁和體裁分析的基礎(chǔ)上的一種教學(xué)方法。由于絕大多數(shù)高中英語(yǔ)閱讀具有明顯的體裁特征,本研究以外研社版高中英語(yǔ)教材為例,把體裁教學(xué)法應(yīng)用于英語(yǔ)閱讀教學(xué)中,探討體裁教學(xué)法應(yīng)用于高中英語(yǔ)閱讀教學(xué)中的可行性和有效性。本研究主要采取文獻(xiàn)法、問(wèn)卷調(diào)查法、實(shí)驗(yàn)法、比較法和統(tǒng)計(jì)分析法,運(yùn)用SPSS軟件對(duì)問(wèn)卷進(jìn)行分析。本研究選取了哈爾濱市某高中高一學(xué)年的兩個(gè)班作為實(shí)驗(yàn)對(duì)象,用時(shí)四個(gè)月。研究?jī)?nèi)容主要是:從體裁分類(lèi)的角度對(duì)外研社版高中英語(yǔ)教材進(jìn)行分類(lèi),并選出具有代表性的三種體裁,每種體裁選擇一篇文章作為案例分析;實(shí)驗(yàn)一班用體裁教學(xué)法進(jìn)行閱讀教學(xué),實(shí)驗(yàn)二班采用傳統(tǒng)教學(xué)法;使用SPSS軟件對(duì)兩個(gè)班級(jí)的閱讀測(cè)試成績(jī)進(jìn)行處理和分析,最后得出結(jié)論。本文由七個(gè)章節(jié)組成,第一章簡(jiǎn)要的介紹了研究體裁教學(xué)法的背景、目的、內(nèi)容和意義。第二章是對(duì)國(guó)內(nèi)外有關(guān)體裁教學(xué)法的研究現(xiàn)狀和發(fā)展趨勢(shì)進(jìn)行分析,得出體裁教學(xué)法是當(dāng)代英語(yǔ)教學(xué)的必然趨勢(shì)。第三章主要介紹了本文的理論基礎(chǔ),重點(diǎn)分析了體裁的概念、分類(lèi)和體裁教學(xué)法,以及閱讀的發(fā)展和三種主要閱讀教學(xué)模式。第四章是將體裁教學(xué)法具體應(yīng)用到高中英語(yǔ)閱讀教學(xué)中,按照文章體裁進(jìn)行分類(lèi),列舉了具有三種代表性的體裁,并進(jìn)行案例分析。第五、六章則為實(shí)驗(yàn)研究和對(duì)實(shí)驗(yàn)研究后發(fā)現(xiàn)的問(wèn)題提出的解決方法。最后一章對(duì)文章進(jìn)行總結(jié),得出體裁教學(xué)法對(duì)高中英語(yǔ)閱讀教學(xué)有正向的影響,并說(shuō)明該實(shí)驗(yàn)研究具有局限性,對(duì)未來(lái)研究提出展望。本研究的創(chuàng)新之處在于將體裁教學(xué)法應(yīng)用到高中英語(yǔ)閱讀教學(xué)中,提高學(xué)生對(duì)于體裁的意識(shí),激發(fā)學(xué)生閱讀興趣,提高學(xué)生的閱讀能力和閱讀速度。誠(chéng)然,由于研究的時(shí)間和筆者的水平有限,本研究難免有不足之處有待完善。今后的教學(xué)過(guò)程中,教育工作者還應(yīng)進(jìn)行更多的研究,使體裁教學(xué)法與英語(yǔ)閱讀教學(xué)更好的結(jié)合起來(lái)。
文內(nèi)圖片：
圖片說(shuō)明：關(guān)鍵詞“閱讀教學(xué)”趨勢(shì)
[Abstract]:At present, English is one of the compulsory courses for students, in which reading is one of the four cores of English and plays an important role in English learning. In recent years, the national requirements for English reading and the investigation of students' English reading ability have gradually increased. However, in the daily English reading teaching, most English teachers still use the traditional teaching method to carry on the teaching, only carries on the article translation, explains the article knowledge point, causes the classroom boring, causes the student to lose the interest to the English reading, has affected the reading effect. Genre teaching method is a kind of teaching method based on genre and genre analysis. Because most senior high school English reading has obvious genre characteristics, this study takes the senior high school English teaching materials as an example, applies genre teaching method to English reading teaching, and discusses the feasibility and effectiveness of genre teaching method in senior high school English reading teaching. This study mainly adopts literature method, questionnaire survey method, experimental method, comparative method and statistical analysis method, and uses SPSS software to analyze the questionnaire. In this study, two classes in the first school year of a high school in Harbin were selected as the experimental subjects, which took four months. The main contents of the study are as follows: from the perspective of genre classification, the senior high school English teaching materials are classified, and three representative genres are selected, each genre chooses an article as a case analysis; the first class uses genre teaching method for reading teaching, the second class uses traditional teaching method; the SPSS software is used to process and analyze the reading test results of the two classes, and finally the conclusion is drawn. This paper consists of seven chapters. The first chapter briefly introduces the background, purpose, content and significance of the study of genre teaching method. The second chapter analyzes the research status and development trend of genre teaching method at home and abroad, and concludes that genre teaching method is the inevitable trend of contemporary English teaching. The third chapter mainly introduces the theoretical basis of this paper, focusing on the concept of genre, classification and genre teaching method, as well as the development of reading and three main reading teaching models. The fourth chapter applies genre teaching method to English reading teaching in senior high school, classifies it according to the genre of the article, enumerates three representative genres, and makes a case study. The fifth and sixth chapters are the experimental research and the solutions to the problems found after the experimental research. The last chapter summarizes the article, concludes that genre approach has a positive influence on English reading teaching in senior high school, and explains that the experimental study has limitations, and puts forward some prospects for future research. The innovation of this study is to apply genre teaching method to English reading teaching in senior high school, to improve students' awareness of genre, to stimulate students' interest in reading, and to improve students' reading ability and speed. It is true that due to the limited research time and the author's level, this study inevitably has shortcomings to be improved. In the future teaching process, educators should also do more research to make the genre teaching method and English reading teaching better combined.
【學(xué)位授予單位】：哈爾濱師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2018
【分類(lèi)號(hào)】：G633.41

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