認知理論視角下英語專業(yè)閱讀教學方法研究
發(fā)布時間：2023-04-24 23:01
英語閱讀是學習者必須掌握的一項基本技能，因此閱讀教學在英語教學中發(fā)揮重要的作用，相應(yīng)地，閱讀教學方法就非常的重要。傳統(tǒng)的閱讀教學主要以詞匯，語法和文章的結(jié)構(gòu)為中心，教師的職責主要是講解詞義，句子結(jié)構(gòu)和相應(yīng)的語法，學生只需要被動地接受或機械式地記住教師所傳授的知識，傳統(tǒng)的閱讀教學方法存在很多問題。在這篇論文中，筆者試圖從認知理論視角研究專業(yè)英語閱讀教學方法，并試圖論述此方法的可行性和必要性。筆者首先介紹了認知理論和相關(guān)的閱讀知識，然后分析了影響閱讀和閱讀教學的因素，并發(fā)現(xiàn)認知因素是影響閱讀效果的主要因素。因此，我們有必要把這種方法運用到閱讀教學中。認知閱讀教學法以學生為中心，以提高學生的閱讀技能為目的。此方法要求教師根據(jù)學生的認知能力和情感因素設(shè)計教學活動和選擇閱讀材料，在閱讀課上要指導學生如何運用閱讀策略。 本研究以沈陽師范大學24名英語專業(yè)的學生為研究對象，本研究采用的方法包括課堂觀察法、問卷法和訪談法。研究發(fā)現(xiàn)認知閱讀教學法有助于提高學生的閱讀效率和閱讀技能。
【文章頁數(shù)】：85 頁
【學位級別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 Background of the Present Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
2.1 Cognitive Theory
2.1.1 Definition of Cognition
2.1.2 Piaget’s Theory of Cognitive Development
2.1.3 Carroll’s Cognitive Approach
2.1.4 Cognitive Factors Related with School Learning
2.2 Reading and Reading Teaching
2.2.1 Definition of Reading
2.2.2 Factors Affecting Reading
2.2.3 Popular Reading Models
2.2.4 Key Factors in Reading Teaching
2.2.5 Current State of Reading Teaching
2.3 Reading from the Cognitive Perspective
2.3.1 Cognitive Theory of Reading
2.3.2 Cognitive Teaching Methodology of Reading
2.3.2.1 The Rationale
2.3.2.2 The Advantages and Disadvantages
2.3.2.3 The Teaching Procedures
Chapter 3 The Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Classroom Observation
3.3.2 Questionnaire
3.3.3 Interview
3.4 Data Collection and Analysis
Chapter 4 Results and Discussion
4.1 Results
4.1.1 The Results of the Classroom Observation
4.1.2 The Results of the Questionnaire
4.1.3 The Results of the Interview
4.2 Discussion
4.2.1 Cognitive Factors Related with Reading Teaching
4.2.2 The Characteristics of the Cognitive Teaching Methods of Reading
4.2.3 The Effect of the Cognitive Teaching Methods of Reading
4.2.4 The Ways to Solve the Current Problems
Chapter 5 Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study
5.4 Suggestions for Further Study
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
本文編號：3800193
【文章頁數(shù)】：85 頁
【學位級別】：碩士
【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 Background of the Present Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
2.1 Cognitive Theory
2.1.1 Definition of Cognition
2.1.2 Piaget’s Theory of Cognitive Development
2.1.3 Carroll’s Cognitive Approach
2.1.4 Cognitive Factors Related with School Learning
2.2 Reading and Reading Teaching
2.2.1 Definition of Reading
2.2.2 Factors Affecting Reading
2.2.3 Popular Reading Models
2.2.4 Key Factors in Reading Teaching
2.2.5 Current State of Reading Teaching
2.3 Reading from the Cognitive Perspective
2.3.1 Cognitive Theory of Reading
2.3.2 Cognitive Teaching Methodology of Reading
2.3.2.1 The Rationale
2.3.2.2 The Advantages and Disadvantages
2.3.2.3 The Teaching Procedures
Chapter 3 The Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Classroom Observation
3.3.2 Questionnaire
3.3.3 Interview
3.4 Data Collection and Analysis
Chapter 4 Results and Discussion
4.1 Results
4.1.1 The Results of the Classroom Observation
4.1.2 The Results of the Questionnaire
4.1.3 The Results of the Interview
4.2 Discussion
4.2.1 Cognitive Factors Related with Reading Teaching
4.2.2 The Characteristics of the Cognitive Teaching Methods of Reading
4.2.3 The Effect of the Cognitive Teaching Methods of Reading
4.2.4 The Ways to Solve the Current Problems
Chapter 5 Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study
5.4 Suggestions for Further Study
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
本文編號：3800193
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