本文選題：雙重代碼理論 + 英語閱讀　； 參考：《沈陽師范大學(xué)》2017年碩士論文

【摘要】：英語閱讀一直是高中英語教與學(xué)的重難點(diǎn)。然而大多數(shù)英語教師采用注重字,詞,語法的傳統(tǒng)英語閱讀教學(xué)法。許多注重言語系統(tǒng)的閱讀教學(xué)模式和教學(xué)理論,例如,自下而上模式,自上而下模式,交互模式和圖式理論。在20世紀(jì)70年代佩維奧提出了雙重代碼理論,它認(rèn)為它有兩種表征系統(tǒng),一種是言語系統(tǒng),另一種是非言語系統(tǒng)。研究者發(fā)現(xiàn)在母語教學(xué)的情況下雙重代碼理論有助于提高閱讀能力,但是研究者很少把雙重代碼理論應(yīng)用在第二語言環(huán)境下。該實(shí)驗(yàn)研究基于雙重代碼理論,也就是把雙重代碼理論應(yīng)用在高中英語閱讀上。為此作者設(shè)計(jì)并實(shí)施這項(xiàng)實(shí)驗(yàn)研究,并且提出了兩個(gè)問題:1.雙重代碼理論對英語閱讀成績有影響嗎?2.在哪方面雙重代碼理論影響了英語閱讀?基于以上兩個(gè)問題,作者在遼寧省撫順市的高中選擇了76名學(xué)生。并分成實(shí)驗(yàn)班和控制班,實(shí)驗(yàn)班40名學(xué)生,控制班36名學(xué)生。在試驗(yàn)期間,控制班接受了正常的英語閱讀訓(xùn)練,而實(shí)驗(yàn)班接受了基于雙重代碼理論的英語意象訓(xùn)練。實(shí)驗(yàn)班和控制班都完成了問卷調(diào)查,前測,后測和采訪。其中第一個(gè)問題依據(jù)前測和后測進(jìn)行了量化的分析。第二個(gè)問題依據(jù)通過對前測,后測和采訪用量化和質(zhì)化的方式進(jìn)行分析。作者收集的數(shù)據(jù)有SPSS 17進(jìn)行分析。實(shí)驗(yàn)的數(shù)據(jù)分析得出結(jié)論:基于雙重代碼理論的英語閱讀教學(xué)方法對英語閱讀成績有影響。同時(shí),基于雙重代碼理論的英語閱讀教學(xué)方法能提升學(xué)生對閱讀的理解力,掌握文章中心思想。
[Abstract]:English reading has always been a difficult point in English teaching and learning in senior high school. However, most English teachers adopt the traditional English reading teaching method, which focuses on words, words and grammar. Many reading teaching models and theories focus on speech system, such as bottom-up, top-down, interactive and schemata. In the 1970s, Pevio put forward the dual code theory, which holds that it has two systems of representation, one is speech system, the other is non-verbal system. The researchers found that dual code theory can improve reading ability in the case of mother tongue teaching, but it is rarely applied in the second language environment. The experimental study is based on dual code theory, that is, applying dual code theory to high school English reading. To this end, the author designed and carried out the experimental study, and raised two questions: 1. Does dual code theory affect English reading scores? In what way does dual code theory affect English reading? Based on the above two questions, the author selected 76 students in Fushun City, Liaoning Province. And divided into experimental class and control class, experimental class 40 students, control class 36 students. During the experiment, the control class received normal English reading training, while the experimental class received English imagery training based on dual code theory. Both the experimental class and the control class completed questionnaires, pre-tests, post-tests and interviews. The first problem is analyzed quantitatively according to pre-test and post-test. The second question is based on the quantitative and qualitative analysis of pre-test, post-test and interview. The data collected by the authors are analyzed by SPSS 17. The data analysis of the experiment concludes that the method of English reading teaching based on dual code theory has an effect on English reading achievement. At the same time, the teaching method of English reading based on dual code theory can improve students' comprehension of reading and master the central idea of the article.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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