盡管針對外語教師教學(xué)信念與實踐的研究不斷增多,但關(guān)于高中英語教師閱讀教學(xué)信念與實踐的研究相對較少。本研究旨在呈現(xiàn)高中英語教師持有的閱讀教學(xué)信念與實踐,發(fā)現(xiàn)其信念與實踐之間的一致與不一致情況,并探索其中的影響因素。通過本研究,希望可以促進高中英語教師在閱讀教學(xué)上的認知與反思。本研究旨在回答以下三個問題:第一、高中英語教師持有怎樣的閱讀教學(xué)信念?第二、高中英語教師持有怎樣的閱讀課堂教學(xué)實踐?第三、高中英語教師的閱讀教學(xué)信念與課堂教學(xué)實踐之間是否存在不一致情況?如果存在,是哪些因素影響它們之間的一致或是不一致情況?研究采用定量和定性相結(jié)合的方法,首先向四川省瀘州市瀘州高中的36名英語教師發(fā)放調(diào)查問卷,隨后選取具有代表性的三名教師進行訪談和課堂觀察。總體來說,問卷調(diào)查顯示高中英語教師在四個不同方面皆持有的重要的閱讀教學(xué)信念。他們將閱讀教學(xué)目的放在首位,尤其重視培養(yǎng)學(xué)生閱讀興趣;他們重視圖式理論,強調(diào)單詞、文體和背景知識;他們堅信閱讀策略的重要性,尤其是細讀、略讀、尋找大意、翻譯長難句、朗讀文章、理解段落之間聯(lián)系及回答問題;并且,他們高度重視教材上的文章。研究發(fā)現(xiàn),教師在課堂教學(xué)中落實“閱讀目的...

【文章頁數(shù)】：72 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
ABSTRACT
Chapter One Introduction
Chapter Two Literature Review
    2.1 An Introduction to Teachers'Beliefs and Classroom Teaching Practices
        2.1.1 An Introduction to Teachers'Beliefs
        2.1.2 An Introduction to Teachers'Classroom Teaching Practices
    2.2 An Introduction to Previous Studies on Teachers'Beliefs and Classroom Teaching Practices
        2.2.1 Relevant Studies in China
        2.2.2 Relevant Studies Abroad
    2.3 EFL Reading Instruction Theories
        2.3.1 The Schema Theory
        2.3.2 Psycholinguistic Model of Reading
        2.3.3 The Interactive Model of Reading
Chapter Three Methodology
    3.1 Research Questions
    3.2 Settings
    3.3 Participants
    3.4 Instruments
    3.5 Procedures
    3.6 Data Collection and Analysis
Chapter Four Results and Discussions
    4.1 The Current Situation of Senior High School English Teachers'Beliefs in Reading Instruction
        4.1.1 Results about Senior High School English Teachers'Beliefs in Reading Instruction
        4.1.2 Discussions about Senior High School English Teachers'Beliefs in Reading Instruction
    4.2 The Current Situation of Senior High School English Teachers'Classroom Practices in Reading Instruction
        4.2.1 Results about Senior High School English Teachers'Classroom Practices in Reading Instruction
        4.2.2 Discussions about Senior High School English Teachers'Classroom Practices in Reading Instruction
    4.3 Consistencies and Inconsistencies between Senior High School English Teachers'Beliefs and Classroom Practices in Reading Instruction
        4.3.1 Results about the Consistencies and Inconsistencies
        4.3.2 Discussions about the Consistencies and Inconsistencies
        4.3.3 The Influencing Factors for the Consistencies and Inconsistencies
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations and Recommendations
Bibliography
Appendix A
Appendix B
Acknowledgements



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