在英語(yǔ)的“聽(tīng)說(shuō)讀寫(xiě)”四大技能中,英語(yǔ)閱讀能力的培養(yǎng)在髙中英語(yǔ)教學(xué)中占重要地位。閱讀是學(xué)習(xí)者進(jìn)行語(yǔ)言輸入的主要途徑之一。普通高中英語(yǔ)課程標(biāo)準(zhǔn)中提出學(xué)生要求能夠從語(yǔ)篇中提取主要信息和觀點(diǎn),理解語(yǔ)篇要義;把握語(yǔ)篇中的主要事件的發(fā)展過(guò)程;抓住語(yǔ)篇中的關(guān)鍵概念和細(xì)節(jié)描寫(xiě);識(shí)別書(shū)面語(yǔ)篇中常見(jiàn)的銜接關(guān)系;根據(jù)上下文線索或非文字信息推斷詞語(yǔ)的意義;把握語(yǔ)篇的結(jié)構(gòu)和語(yǔ)言特征等。目前學(xué)生在閱讀過(guò)程中過(guò)于注重語(yǔ)法知識(shí),對(duì)語(yǔ)篇的理解不足,而且學(xué)生對(duì)英語(yǔ)閱讀的重視程度不夠。為了改善這種閱讀情況,調(diào)查者在語(yǔ)篇分析理論的基礎(chǔ)上運(yùn)用體裁教學(xué)法進(jìn)行教學(xué),目的是提高學(xué)生的英語(yǔ)閱讀能力以及改善學(xué)生的閱讀態(tài)度。基于目前學(xué)生在英語(yǔ)閱讀學(xué)習(xí)中存在的問(wèn)題,研究者提出了兩個(gè)研究問(wèn)題:（1）體裁教學(xué)法對(duì)學(xué)生的閱讀能力有什么影響?（2）在運(yùn)用體裁教學(xué)法之后,學(xué)生對(duì)閱讀的態(tài)度有什么改變?研究者以高一某班學(xué)生為研究對(duì)象,同時(shí)運(yùn)用體裁教學(xué)法進(jìn)行英語(yǔ)閱讀教學(xué),以語(yǔ)篇為基礎(chǔ),就閱讀文本的體裁以及語(yǔ)言形式和結(jié)構(gòu)進(jìn)行分析,進(jìn)而培養(yǎng)學(xué)生的體裁意識(shí),提高學(xué)生的閱讀能力。本研究以外研版高一英語(yǔ)必修一為例,進(jìn)行為期四個(gè)月的行動(dòng)研究,調(diào)查者通過(guò)調(diào)查問(wèn)卷和訪談了... 

【文章來(lái)源】： 郭鳳嬌 沈陽(yáng)師范大學(xué)

【文章頁(yè)數(shù)】：110 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgments
Abstract in English
Abstract in Chinese
Chapter1 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
Chapter2 Literature Review
    2.1 Genre Theory
        2.1.1 Definition of Genre
        2.1.2 Classifications of Genres
        2.1.3 Genre-based Teaching Approach
        2.1.4 Schools of Genre-based Teaching Approach
    2.2 Discourse Analysis Theory
    2.3 English Reading and English Reading Teaching
        2.3.1 Definition of English Reading
        2.3.2 Basic Models of English Reading Teaching
    2.4 Relationship between Genre-based Teaching Approach and English Reading Teaching
    2.5 Previous Studies on the Application of Genre-based Teaching Approach inEnglish Reading Teaching
        2.5.1 Previous Studies Abroad
        2.5.2 Previous Studies at Home
    2.6 Action Research
        2.6.1 Definition of Action Research
        2.6.2 Significance of Action Research
Chapter3 Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaires
        3.3.2 Interviews
        3.3.3Tests
    3.4 Data Collection and Analysis
Chapter4 The First-round Action Research
    4.1 Identifying Problems
    4.2 Making the Action Plan
    4.3 Implementing the Action Plan
    4.4 Results and Analysis
        4.4.1 Results and Analysis of Questionnaires
        4.4.2 Result and Analysis of Interview（Round1）
        4.4.3 Results and Analysis of Tests（Pre-test and Post1-test）
    4.5 Summary
        4.5.1 Major Achievements
        4.5.2 Major Problems
Chapter5 The Second-round Action Research
    5.1 Identifying Problems
    5.2 Adjusting of the Action Plan
    5.3 Implementing the Action Plan
    5.4 Results and Analysis
        5.4.1 Results and Analysis of Questionnaires
        5.4.2 Result and Analysis of Interview（Round2）
        5.4.3 Results and Analysis of Tests（Post1-test and Post2-test）
    5.5 Summary
        5.5.1 Major Achievements
        5.5.2 Major Problems
    5.6 Discussion of the Research Questions
        5.6.1 Discussion on the Effects of Genre-based Teaching Approach onStudents’Reading Ability
        5.6.2 Discussion on the Changes of Students’Attitudes toward Reading afterthe Application of Genre-based Teaching Approach
Chapter6 Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Study
    6.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C
Appendix D


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