基于图示论述教学提高学生英语阅读能力

阅读作为英语学习的一个重要组成部分,一直为研究者和广大教师所关注。在中国的中学英语教学中,由于教师需要在有限的课堂时间内兼顾语法、词汇、口语等多项内容的教学,因此尽管老师和学生都付出了很大的努力,但是阅读能力的提高却不尽人意。作者带着这个疑问查阅了大量文献,并对图示理论产生了浓厚的兴趣。该理论以为|教育论文网|,对文章内容的理解实质上是读者的背景知识和文章相互作用的过程做,而有效的阅读则需要把读者的背景知识和所阅读的文章有效地结合起来。受到图式理论的启发,作者试图研究以图式为导向的阅读教学法对英语阅读的影响,以便能回答以下三个问题:1)以图式为导向的阅读教学法是否能够提高学生的阅读兴趣?2)以图式为导向的阅读教学法是否能够促使学生积极参加课堂活动?3)以图式为导向的阅读教学法是否能从整体上提高学生的阅读能力?行动研究持续了十八周,北京海淀区上庄中学初一两个班共64名学生参加了这次实验。作者把这两个班随机分成一个实验班和一个控制班。实验班用图式理论指导教学,控制班则采用较普遍存在的语法翻译法。收集数据的途径主要包括前测后测、调查问卷、课下访谈、学生日志以及教师日志。数据分析表明,实验班学生的英语阅读成绩比控制班学生提高的幅度更大。实验班学生逐步学会了运用不同的阅读技巧并能利用各种信息达到理解文章的目的。实验证实,以图式为导向的阅读教学法对学生的整体英语阅读水平产生了重要影响。它不但可以大大提高学生阅读的兴趣和能力,而且能够促使学生积极介入课堂活动。作者希望本研究能给初中英语阅读教学提供一个有效可行的模式。【关键词】：图式理论以图式为导向的阅读教学法阅读能力
【论文提纲】：Acknowledgements5-6Abstract(Chinese)6-7Abstract(English)7-9ListofAbbreviations9-10Contents10-15Chapter1Introduction15-181.1ProblemIdentification15-161.2SignificanceoftheStudy161.3AnOutlineofthethesis16-18Chapter2LiteratureReview18-362.1ThreeModelsofReadingProcess18-222.1.1Bottom-upModels18-192.1.2Top-downModels19-212.1.3InteractiveModels21-222.2SchemaTheory22-312.2.1Backgroundofschematheory23-252.2.2TheBasicConceptofSchema25-262.2.3TheTypesofSchemata26-282.2.3.1LinguisticSchemata26-272.2.3.2FormalSchemata272.2.3.3ContentSchemata27-282.2.4TheFunctionofSchemata28-312.3ApplicationofSchemaTheoryforReadingComprehension31-322.4EmpiricalResearchReview32-362.4.1PreviousresearchesonapplyingschematheorytoESL/EFLreadinginstructionabroad32-342.4.2PreviousresearchesonapplyingschematheorytoEnglishreadinginstructioninChina34-36Chapter3AnActionResearch36-603.1ResearchQuestions363.2Hypothesis36-373.2.1FromStudents'Perspective36-373.2.2FromTeachers'Perspective373.3ActionResearchDesign37-403.3.1Actionresearchperiodandreadingmaterialadopted37-383.3.2Subjects383.3.3Instruments38-403.3.3.1ThePretestandtheposttest38-393.3.3.2Investigation39-403.3.3.3.Observation403.4TheProcedureoftheActionResearch40-423.4.1Preliminaryinvestigation40-413.4.1.1ThePreliminaryQuestionnaire403.4.1.2ThePreliminaryInterview40-413.4.1.3Logs413.4.2RestatementoftheProblem41-423.5TheActionPlansandtheImplementation42-583.5.1DevelopingStudents'LinguisticSchemata43-453.5.1.1DevelopingStudents'vocabulary43-443.5.1.2ImprovingtheStudents'SentenceStructure44-453.5.2ReinforcingtheStudents'AwarenessofFormalSchemata45-473.5.2.1IntroductionCharactersofNormalRhetoricalStructures45-473.5.2.2HelpingStudentsKnowSomeSignalWords473.5.3EnlargingStudents'ContentSchemata47-503.5.3.1SufficientInputofCulturalKnowledgeinReadingClass483.5.3.2MakingStudentsAwareofCultureDifference48-503.5.3.3GuidingStudentstoGetCulturalKnowledgethemselves503.5.4.InformingStudentsofDifferentReadingSkills50-523.5.5.Integratingtheabovementionedschemataandskills52-583.5.5.1Pre-readingActivities52-553.5.5.2While-readingActivities55-573.5.5.ost-readingActivities57-583.6Post-Investigation58-593.6.1PostQuestionnaire583.6.2PostInterview58-593.6.3Logs593.7Post-Test59-60Chapter4ReflectionsontheActionResearch60-804.1ReflectionontheQuestionnaireSurvey60-744.2ReflectionontheInterview74-754.3Reflectiononthetest75-774.3.1Pretest75-764.3.2Posttest76-774.4Discussion77-804.4.1ImpactonStudents'ReadingInterest77-784.4.2ImpactonStudents'PerformanceinReadingClass784.4.3ImpactonStudents'ReadingAbility78-80Chapter5Conclusion80-845.1ResearchFindingsandImplicationorTeaching80-825.1.1ResearchFindings805.1.2ImplicationforTeaching80-825.2LimitationsofthePresentStudyandSuggestionorFurtherStudy82-845.2.1Limitationofthestudy82-835.2.2SuggestionorFurtherStudy83-84Bibliography84-90Appendices90-106Appendix1ReadingMaterialorPre-test90-93Appendix2ReadingMaterialorPost-test93-96Appendix3SampleofReadingMaterial96-97Appendix4Questionnaire97-98Appendix5Pre-interview98-99Appendix6Post-interview99-100Appendix7SampleofTeacherLog100-102Appendix8SamplesofStudentsLog102-104Appendix9TheChartofEvaluationontheUsageofReadingSkills104-106Appendix10RawScoresofPre-testandPost-test106