對(duì)于初中生來說,閱讀是四項(xiàng)基本英語技能中最重要的技能,因?yàn)殚喿x理解部分在英語考試中占據(jù)很大篇幅。因此,英語閱讀教學(xué)是英語課堂上最重要的一部分。然而,雖然很多人已經(jīng)意識(shí)到英語閱讀的學(xué)習(xí)是非常重要的,并且為之做了很多相關(guān)的工作,但不幸的是,在過去的幾十年里,英語閱讀教學(xué)方面所取得的成就仍然不能令人滿意。傳統(tǒng)的初中英語閱讀教學(xué)重在語言知識(shí)的培養(yǎng)和積累,其教學(xué)以詞匯為核心,注重講解語法和句法。忽略了在閱讀過程中對(duì)語篇的整體把握。所以,基于銜接理論的英語教學(xué)應(yīng)該應(yīng)用到初中英語教學(xué)中。本文將銜接理論應(yīng)用到初中英語教學(xué)中,選擇了來自于鳳城市弟兄山中學(xué)八年級(jí)的兩個(gè)班級(jí),進(jìn)行了一個(gè)學(xué)期的實(shí)驗(yàn)。其中一個(gè)是控制班,一個(gè)是實(shí)驗(yàn)班。控制班采取傳統(tǒng)教學(xué)模式,而實(shí)驗(yàn)班將銜接理論應(yīng)用到閱讀文章中。通過數(shù)據(jù)分析出目前初中英語閱讀現(xiàn)狀不樂觀。在一個(gè)學(xué)期的實(shí)驗(yàn)結(jié)束后,作者將收集到的數(shù)據(jù)通過SPSS進(jìn)行分析得出基于銜接理論的英語教學(xué)比傳統(tǒng)教學(xué)更能激發(fā)學(xué)生的閱讀興趣和提高閱讀成績(jī)。基于這些結(jié)論,英語閱讀課的教學(xué)必須進(jìn)行改革,改革閱讀課教學(xué)的一個(gè)突破口是成功地運(yùn)用銜接理論.應(yīng)該鼓勵(lì)教師將銜接理論應(yīng)用到英語閱讀教學(xué)中。

【文章頁數(shù)】：74 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the study
    1.2 Significance of the Study
    1.3 Layout of the study
Chapter Two Literature Review
    2.1 The definition of cohesion theory
    2.2 The devices of cohesion theory
        2.2.1 Grammatical cohesion
        2.2.2 Lexical cohesion
    2.3 Theoretical foundation
    2.4 Models of reading
        2.4.1 Bottom-up Model
        2.4.2 Top-down Model
        2.4.3 Interactive Model
        2.4.4 Schema Model
    2.5 Related research abroad and at home
        2.5.1 Related research abroad
        2.5.2 Related research at home
    2.6 Summary
Chapter Three Methodology
    3.1 Research questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Questionnaires
        3.3.2 Tests
        3.3.3 SPSS
    3.4 Procedures
        3.4.1 Pre-questionnaires
        3.4.2 Pre-test
        3.4.3 Post-questionnaire
        3.4.4 Post-test
        3.4.5 Teaching procedure
        3.4.6 Examples of cohesion training
Chapter Four Analysis and Discussion
    4.1 The analysis and discussion of the Questionnaire-Status
    4.2 The analysis and discussion of the Questionnaire-Interest
        4.2.1 Pre-Questionnaire-Interest in the EC and CC
        4.2.2 Post-Questionnaire-Interest in the EC and CC
        4.2.3 Pre and post-Questionnaire-Interest in the EC
    4.3 Results and analysis of tests
        4.3.1 Pre-test
        4.3.2 Post-test
        4.3.3 Pre-test and post-test in the EC
    4.4 Summary
Chapter Five Conclusion
    5.1 Major findings
    5.2 Implications
    5.3 Limitations and suggestions
Bibliography
Appendix I: Questionnaire-Status
Appendix II: Questionnaire-Interest
Appendix Ⅲ: Pre-test
Appendix IV: Post-test
Appendix V: The scores of pre-test in the experimental class and control class
Appendix VI: The scores of post-test in the experimental class and control class
Acknowledgements
The list of the research papers published by the author



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