【摘要】：閱讀是提高學(xué)生綜合語言運用能力的主要途徑。閱讀教學(xué)是激活釋放師生潛在活力,充分發(fā)揮其智慧的平臺。學(xué)生的閱讀認知不能沒有教師的中介作用。教師作為教學(xué)活動的引導(dǎo)者,在學(xué)生知識建構(gòu),人生觀,價值觀方面有著至關(guān)重要的作用。教師中介作用理論,因為可以幫助廣大英語教師透過復(fù)雜的表象認識到外語教學(xué)的基本任務(wù),已經(jīng)得到越來越多的重視。但大部分的研究對象局限于大學(xué)、高職院校教師與學(xué)生,針對中小學(xué)教師和學(xué)生的研究相對較少。本論文將對高中英語閱讀教學(xué)中教師的中介作用進行調(diào)查研究,主要目的是調(diào)查高中英語教師對閱讀教學(xué)中教師中介作用的了解程度,教師中介作用在課堂中的實施情況以及學(xué)生對于教師中介作用的看法。本論文采用調(diào)查問卷和訪談兩種研究方法。選取山東師范大學(xué)附屬中學(xué)(本部校區(qū))高一年級的165名學(xué)生和12名英語任課老師作為調(diào)查對象。筆者收集和整理相關(guān)數(shù)據(jù)后,應(yīng)用SPSS 20.0軟件對數(shù)據(jù)進行了分析。分析結(jié)果表明：英語教師都認識到了中介作用的重要性,并運用到了高中英語閱讀教學(xué)中。教師在“讓學(xué)生明白意圖”、“行為自控”和“相信積極的結(jié)果”這三個中介要素的看法和做法上取得了高度一致,得到了學(xué)生的支持和好評,滿足了學(xué)生的學(xué)習(xí)需求和期望,很好地發(fā)揮了中介作用。雖然教師在“超越目前的目的”、“個性”和“歸屬感”這三個中介要素的做法還有所欠缺,但整體來看,教師的看法和做法基本一致,值得肯定。除“歸屬感”之外,大部分學(xué)生都認為教師的中介作用很重要,希望教師發(fā)揮真正的中介作用。訪談結(jié)果發(fā)現(xiàn)：學(xué)生的感受跟問卷結(jié)果保持了高度一致。同時,通過訪談結(jié)果筆者了解到教師的真實教學(xué)處境和問題,這為探索教師的看法和做法之間差距的原因提供了幫助。通過大量的調(diào)查與訪談,筆者就如何在高中英語閱讀教學(xué)中有效發(fā)揮教師中介作用提出了以下幾點啟示：第一,教師要做好讀前“提示”和讀后“提升”活動,進一步激發(fā)學(xué)生的學(xué)習(xí)動機；第二,教師要幫助學(xué)生樹立信心并對學(xué)生的表現(xiàn)及時反饋,讓學(xué)生有“勝任感”；第三,教師要在閱讀中“創(chuàng)造挑戰(zhàn)”,發(fā)展學(xué)生的“個性”；第四,教師要組織小組合作學(xué)習(xí),注重培養(yǎng)學(xué)習(xí)者的合作性；最后,教師要使學(xué)習(xí)者有“歸屬感”,促進學(xué)生的社會發(fā)展。
[Abstract]:Reading is the main way to improve students' comprehensive language use ability. Reading teaching is a platform to activate and release the potential vitality of teachers and students and to give full play to their wisdom. Students' reading cognition can not be without the intermediary role of teachers. As the guide of teaching activities, teachers play an important role in students' knowledge construction, outlook on life and values. The theory of teacher intermediation has been paid more and more attention because it can help English teachers to realize the basic task of foreign language teaching through complex representation. However, most of the research objects are limited to universities, teachers and students in higher vocational colleges, and less research on teachers and students in primary and secondary schools. The purpose of this thesis is to investigate the teachers' mediating role in reading teaching in senior high school. The main purpose of this thesis is to investigate the understanding of teachers' intermediary role in reading teaching in senior high school. The implementation of teacher intermediary in classroom and students' views on teacher mediation. This thesis adopts two kinds of research methods: questionnaire and interview. A total of 165 students and 12 English teachers in the first year of Senior one in the affiliated Middle School of Shandong normal University were selected as the subjects. After collecting and arranging the relevant data, the author analyzed the data with SPSS 20.0 software. The results show that English teachers realize the importance of intermediary and apply it to English reading teaching in senior high school. Teachers have achieved a high degree of consistency in the views and practices of the three intermediate elements of "making students understand their intentions", "self-control of behavior" and "believing in positive results", and have been supported and praised by students, thus satisfying students' learning needs and expectations. Play a good intermediary role. Although the teachers' practice of "surpassing the present purpose", "individuality" and "sense of belonging" is still lacking, the teachers' views and practices are basically consistent and worthy of recognition. In addition to the sense of belonging, most students think that the teacher's intermediary role is very important, and hope the teacher to play a real intermediary role. The results of the interview showed that the students' feelings were highly consistent with the results of the questionnaire. At the same time, the author finds out the teachers' real teaching situation and problems through the interview results, which helps to explore the reasons for the gap between teachers' views and practices. Through a large number of investigations and interviews, the author puts forward the following enlightenments: first, teachers should do well in the activities of "prompt" before reading and "promote" after reading on how to effectively play the role of teacher as intermediary in English reading teaching in senior high school. Second, teachers should help students build up confidence and timely feedback on students' performance so that students have a sense of competence; third, teachers should "create challenges" in reading and develop students'"personality". Fourth, teachers should organize cooperative study in groups, pay attention to cultivating learners' cooperation, and finally, teachers should make learners have a sense of belonging and promote students' social development.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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