2017版英語新課程標(biāo)準(zhǔn)（新課標(biāo)）作為英語學(xué)習(xí)效果的衡量標(biāo)準(zhǔn),強(qiáng)調(diào)了英語閱讀學(xué)習(xí)是學(xué)生主動學(xué)習(xí)的過程。更有相關(guān)研究指出,學(xué)生的自主提問能力直接影響學(xué)生閱讀能力。然而,當(dāng)今傳統(tǒng)英語閱讀課堂教學(xué)卻忽視對學(xué)生自主提問能力和自主學(xué)習(xí)能力的培養(yǎng)。因此,本文以元認(rèn)知、圖式理論與建構(gòu)學(xué)習(xí)理論為理論基礎(chǔ),通過運(yùn)用K-W-L（“已知→想知→學(xué)知”,即“知→思→學(xué)”）教學(xué)策略與QAR（問答關(guān)系）教學(xué)策略相結(jié)合的閱讀教學(xué)模式,從一個全新的視角來探討以下兩個研究問題:（1）K-W-L與QAR相結(jié)合的教學(xué)策略會對高中生的閱讀能力產(chǎn)生什么樣的影響?（2）在K-W-L和QAR相結(jié)合的閱讀教學(xué)策略下,學(xué)生的閱讀態(tài)度會發(fā)生什么樣的轉(zhuǎn)變?因此,本研究選取了兩個水平相當(dāng)?shù)母咭黄叫邪嘧鳛閷嶒灠嗪涂刂瓢?進(jìn)行了為期三個月的實驗研究。研究對實驗班進(jìn)行K-W-L與QAR相結(jié)合的閱讀教學(xué)模式,而在控制班進(jìn)行傳統(tǒng)的閱讀教學(xué)模式。研究方法分別采用了閱讀測試法、調(diào)查問卷法,以及訪談法。其中,測試題中融入了新課標(biāo)的相關(guān)要求,旨在驗證K-W-L與QAR相結(jié)合的閱讀策略是否使學(xué)生的閱讀能力達(dá)到了新課標(biāo)的要求,其測試結(jié)果采用SPSS 21.0進(jìn)行... 

【文章來源】：沈陽師范大學(xué)遼寧省

【文章頁數(shù)】：194 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
中文摘要
List of Abbreviations
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Purpose of the Study
    1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
    2.1 K-W-L
        2.1.1 Definitions of K-W-L Strategy
        2.1.2 Procedures of K-W-L Strategy
        2.1.3 Advantages of the K-W-L Strategy
    2.2 Theoretical Basis for the K-W-L Strategy
        2.2.1 Constructivism
        2.2.2 Metacognition Theory
        2.2.3 Schema Theory
    2.3 Question-Answer Relationship （QAR） Strategy
        2.3.1 Definition of Question-Answer Relationship （QAR） Strategy
        2.3.2 Categories of Question-Answer Relationship （QAR） Strategy
        2.3.3 Procedures of Question-Answer Relationship （QAR） Strategy
        2.3.4 The Relationship Between QAR Strategy and Reading Stages
        2.3.5 Advantages of QAR Strategy
    2.4 Previous Studies of K-W-L Strategy in English Reading Teaching
        2.4.1 Previous Studies Abroad
        2.4.2 Previous Studies at Home
    2.5 Previous Studies of QAR Strategy in English Reading Teaching
        2.5.1 Previous Studies Abroad
        2.5.2 Previous Studies at Home
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Pre-test and Post-test
        3.3.2 Questionaire
        3.3.3 Interview
    3.4 Teaching Procedures
        3.4.1 Analysis of Teaching Material
        3.4.2 Analysis of Teaching Objectives
        3.4.3 Framework of General Teaching Procedures
        3.4.4 Framework of Specific Teaching Procedures
        3.4.5 General Teaching Procedures of the Sample Text
        3.4.6 Specific Teaching Procedures of the Sample Text
    3.5 Data Collection
    3.6 Data Analysis
Chapter4 Results and Discussion
    4.1 Results
        4.1.1 Results of the Test
        4.1.2 Results of Questionnaires
        4.1.3 Results of Interview
    4.2 Discussion
        4.2.1 Discussion on the Effects of Students’Reading Proficiencies after the Application of K-W-L Strategy Combining with QAR Strategy
        4.2.2 Discussion on the Changes of Students’Attitudes Towards English Reading After the Application of K-W-L Strategy Combining with QAR Strategy
Chapter5 Conclusion
    5.1 Major Findings
        5.1.1 General Merits of the Combination of Two Strategies
        5.1.2 Specific Strengths the Combination of the Two Strategies
    5.2 Pedagogical Implication
        5.2.1 Theoretical Significances
            5.2.1.1 Conjunction of K-W-L,QAR and NECS
            5.2.1.2 Merits and Drawbacks of K-W-L and QAR Strategies Respectively
        5.2.2 Practical Significances
            5.2.2.1 Implication of Innovative Points
            5.2.2.2 The Comparative Advantages
    5.3 Limitations of the Study
    5.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H



本文編號：2913625