本文選題：圖式理論 + 英語閱讀　； 參考：《吉林大學(xué)》2017年碩士論文

【摘要】：英語,作為世界上被廣泛使用的語言和高中教學(xué)的重要科目之一,具有極大的重要性。閱讀,作為英語的四種基本技能之一,在英語的教與學(xué)過程中占據(jù)了很大的比例。當前,國內(nèi)的英語閱讀教學(xué)仍然廣泛地采用語法翻譯法,即在閱讀過程中,教師主要講解詞匯和語法知識,尤其是復(fù)雜的句型和語法規(guī)則,然后逐句翻譯成漢語。學(xué)生通過反復(fù)地練習(xí)和背誦來掌握這些詞匯以及語法知識。這種教學(xué)方式片面地強調(diào)詞匯與語法知識,旨在提高學(xué)生的應(yīng)試能力。采用語法翻譯法使教師與學(xué)生之間缺乏互動,忽略了學(xué)生在課堂中的主體地位。長此以往,這種沉悶的課堂氣氛必然使學(xué)生喪失對英語的學(xué)習(xí)興趣。由此可見,語法翻譯法存在很多缺陷,不利于提高學(xué)生的英語能力。國內(nèi)和國外的許多研究都表明,閱讀模式包括“自下而上”和“自上而下”兩種。前者是指閱讀過程是從小的底層的語言單位到大的高級的語言單位發(fā)展的過程,也就是讀者從識別字母和單詞開始,擴展到識別短語,從句,句子,最后到整個語篇。后者是指閱讀過程中,讀者需要用自身的背景知識和知識結(jié)構(gòu)來處理閱讀過程中輸入的信息�！白韵露稀被颉白陨隙隆眱煞N閱讀模式只能解釋閱讀過程的某一方面。讀者從閱讀的過程中獲得的意義來自上下文和他已知的知識,而且這兩者缺一不可。因此,在閱讀過程中,讀者必須把兩種閱讀模式結(jié)合起來,即交互閱讀模式。只有通過這種方式,讀者才能更有效地理解閱讀材料。為了探索閱讀的特征,許多學(xué)者與專家進行了大量的實驗。作為一種影響深遠的理論,圖式理論在提高學(xué)生閱讀能力這一方面起著舉足輕重的作用。關(guān)于圖式的定義,許多學(xué)者做出了界定。圖式是一種認知的建筑砌塊,是人腦中抽象的知識結(jié)構(gòu)。在閱讀過程中,讀者用已有的知識和經(jīng)驗來理解語言。圖式包括三種類型:內(nèi)容圖式,結(jié)構(gòu)圖式和語言圖式。內(nèi)容圖式是指讀者具有的與文章相關(guān)的背景知識。結(jié)構(gòu)圖式是指讀者具備的關(guān)于不同文章體裁的行文結(jié)構(gòu)的知識。語言圖式是指讀者關(guān)于詞匯,短語,從句和句子的知識。在閱讀過程中,讀者激活相應(yīng)的圖式,把存在于大腦中的已有圖式與文章中的新信息和新知識結(jié)合起來,可以更好地理解文章�？梢�,研究圖式理論在英語閱讀課堂的應(yīng)用很有必要。本文主要研究以下兩個問題:(1)在英語閱讀課堂中教師如何激活與運用圖式?(2)圖式理論對學(xué)生的閱讀能力有什么影響?筆者在吉林省的懷德鎮(zhèn)第一中學(xué)高中部一年級進行了實驗研究。根據(jù)學(xué)生們在一次英語測試中閱讀理解部分的得分,兩個班級——高一一班和高一五班被選出作為實驗對象,因為這兩個班級學(xué)生的英語閱讀水平差別不大。高一一班的49名學(xué)生作為實驗組,高一五班的40名學(xué)生作為控制組。實驗從2016年12月進行至2017年3月。兩個班級使用的教學(xué)材料均為普通高中課程標準實驗教科書《英語》必修二,必修三,由人民教育出版社出版以及配套的練習(xí)冊《優(yōu)化學(xué)案》必修二,必修三中的閱讀理解部分。在這期間,五班仍然使用傳統(tǒng)的語法翻譯法進行教學(xué),教學(xué)模式圍繞閱讀-分析-翻譯-講解-背誦來展開。在閱讀文章時,教師先對句子進行語法分析,逐句地講解和翻譯。課后,要求學(xué)生背誦單詞以及語法,背誦課文中的重要段落。而一班采用圖式理論進行教學(xué)。具體說來,一班應(yīng)用圖式理論進行英語閱讀理解教學(xué)的方式有PRe P,ETR,LEA,以及recalling等方式。PRe P是一種以討論為中心的三步教學(xué)法。教師和學(xué)生就某一話題進行討論與互動。期間,教師應(yīng)該時刻注意學(xué)生在討論時所使用的語言,以便判斷接下來應(yīng)該給學(xué)生補充哪些背景知識和相關(guān)的詞匯。ETR強調(diào)背景知識在閱讀理解過程中的重要性。與PRe P類似,同樣通過課堂討論的方式建立讀者的背景知識與課文內(nèi)容之間的聯(lián)系。LEA同樣強調(diào)背景知識的作用。與上述兩種方法不同的是,學(xué)生要學(xué)習(xí)的文章不是課本上現(xiàn)有的文章,而是學(xué)生從自己的經(jīng)歷中以口頭形式總結(jié)出來,經(jīng)過不斷地補充與更正形成的書面文章。書面文章準確完整地呈現(xiàn)后,將會圍繞這篇文章進行一系列詞匯及理解活動。Recalling也是鞏固圖式的方式之一。在背誦文章時,教師不要求學(xué)生背誦整篇文章,而是背誦相關(guān)的句子。在復(fù)述時,教師會給出相關(guān)的線索,使學(xué)生更準確地回憶句子。實驗結(jié)果表明,通過PRe P,ETR,LEA以及recalling等方式可以激活,運用與鞏固圖式進行閱讀。同時,圖式理論對提高學(xué)生閱讀水平有積極的影響。即,實驗組的學(xué)生在閱讀方面比控制組的學(xué)生取得了更明顯的進步。因此,在教授閱讀理解的過程中,教師應(yīng)該有意識地使用圖式理論。為了培養(yǎng)和提高學(xué)生的閱讀能力,教師應(yīng)該幫助學(xué)生激活與建立圖式。本論文包括五章。第一章介紹了閱讀在高中英語教學(xué)中的重要性,本文的研究意義以及本文的結(jié)構(gòu)。第二章是文獻綜述。介紹了閱讀的定義,閱讀的三種模式,即自下而上,自上而下以及交互式閱讀模式。另外也介紹了圖式的定義,分類,即內(nèi)容圖式,結(jié)構(gòu)圖式和語言圖式,圖式的功能,以及我國對圖式理論的研究。第三章是本文的重點內(nèi)容,陳述了本論文研究的方法論。包括研究目的,研究問題,實驗對象,研究工具和教學(xué)步驟。第四章是結(jié)果與討論。筆者得出了前測與后測數(shù)據(jù),并對這些數(shù)據(jù)進行了分析�？偨Y(jié)了教師在講授閱讀理解時,可以通過PRe P,ETR,LEA以及Recalling等方式幫助學(xué)生激活,應(yīng)用以及鞏固圖式知識,后測的結(jié)果也證明應(yīng)用圖式理論講解閱讀理解取得了較好的效果。第五章是本文的結(jié)論,本研究的缺陷,以及對今后研究的建議。
[Abstract]:English, as one of the most widely used languages in the world and one of the important subjects in high school teaching, is of great importance. Reading, as one of the four basic skills of English, occupies a large proportion in the process of teaching and learning English. At present, the grammar translation method is still widely used in the teaching of English reading in China, that is to say, the process of reading is in the reading process. Teachers mainly explain vocabulary and grammatical knowledge, especially complex sentence patterns and grammatical rules, and then translate them into Chinese sentence by sentence. Students master these words and grammatical knowledge by repeated practice and recitation. This way of teaching emphasizes lexical and grammatical knowledge unilaterally, in order to improve students' ability to test. The lack of interaction between teachers and students neglects the students' dominant position in the classroom. In the long run, this dull classroom atmosphere inevitably causes students to lose interest in English learning. Therefore, there are many shortcomings in the grammar translation method, which is not conducive to improving the students' English ability. Many studies both at home and abroad show that reading models have been shown. There are two types: "bottom-up" and "top-down". The former refers to the process of reading process is the process of the development of a large and high level language unit from the bottom of a small language unit. That is, the reader starts from identifying letters and words to identify phrases, clauses, sentences, and later to the whole text. The latter means that the reader needs to read. The two modes of reading, "bottom-up" or "top-down", can only explain some aspects of the reading process. The meaning of readers from the process of reading comes from the context and known knowledge, and both are indispensable. In the course of reading, readers must combine the two reading patterns, that is, interactive reading. Only by this way can the reader understand the reading material more effectively. In order to explore the characteristics of the reading, many scholars and experts have carried out a large number of experiments. As a far-reaching theory, schema theory improves the reading ability of students. On the one hand, it plays an important role. Many scholars have defined the definition of schema. Schema is a cognitive building block, an abstract knowledge structure in the human brain. In the process of reading, the reader understands the language with the knowledge and experience that has existed. The schema consists of three types: content schemas, structural schemata and language schemata. Schema refers to the background knowledge that the reader has related to the article. The schema refers to the knowledge that the reader has about the structure of the text of different genres. The language schema refers to the reader's knowledge of the words, phrases, clauses and sentences. In the course of reading, the reader activates the corresponding schema and the existing schema and text that exists in the brain. It is necessary to study the application of Schema Theory in English reading class. This paper mainly studies the following two questions: (1) how do teachers activate and use schema in English reading class? (2) what influence does schema theory have on students' reading ability? An experimental study was conducted at the first high school of the first middle school in Jilin province. According to the students' reading comprehension scores in an English test, two classes - one one one one and 15 in the high class were selected as subjects, because the English reading level of the two classes was not very different. 49 in the higher class. As the experimental group, the students as the experimental group, 40 students in class 15 as control group. The experiment was carried out from December 2016 to March 2017. The teaching materials used in the two classes were all for the ordinary high school curriculum standard textbook < English > compulsory two, compulsory three. It was published by the people's Education Publishing House and the matching exercise book < optimized School > required two, compulsory three. In this period, the five class still uses the traditional grammar translation method to teach, and the teaching mode revolves around reading, analyzing, translating, explaining and reciting. In reading the article, the teacher makes a grammatical analysis of the sentence, explains and translations sentence by sentence. After class, the students recite the words and grammar to recite the text. In particular, a class of PRe P, ETR, LEA, and recalling is a three step teaching method centered on the discussion and interaction between teachers and students on a topic. During the period, teachers should have time to discuss and interact with each other. Pay attention to the language used by the students in the discussion in order to determine what background knowledge and related vocabulary should be added to the students and the importance of the background knowledge in the process of reading comprehension. Similar to PRe P, the connection between the background knowledge of the reader and the content of the text by the way of classroom discussion is as strong as that of the PRe P. Different from the above two methods, the students' articles are not the existing articles in the textbook, but the students from their own experiences, which are summed up in the oral form, and the written articles are constantly supplemented and corrected. After the accurate presentation of the written articles, the article will be carried out around this article. .Recalling is also one of the ways to consolidate the schema. In reciting the article, the teacher does not ask the students to recite the whole article, but recite the relevant sentences. In retelling, the teacher gives the relevant clues to the students to recollen the sentences more accurately. The results of the experiment show that through the PRe P, ETR, LEA, and recalling It can be activated, using and consolidating the schema to read. At the same time, the schema theory has a positive effect on improving the students' reading level. That is, the students in the experimental group have made more obvious progress in reading than the control group. Therefore, the teachers should consciously use schema theory in the process of reading comprehension. In order to improve students' reading ability, teachers should help students to activate and build schemas. This paper includes five chapters. The first chapter introduces the importance of reading in high school English teaching, the significance of the study and the structure of this article. The second chapter is the literature review. It introduces the definition of reading and the three modes of reading, namely from bottom to top, from top to top. In addition to the interactive reading mode, it also introduces the definition of the schema, the classification, the content schema, the structure schema and the language schema, the function of the schema and the study of the schema theory in our country. The third chapter is the key content of this paper, and states the methodology of the research in this paper. The fourth chapter is the result and discussion. The author draws the data of the pre and post test and analyzes the data. It is concluded that the teacher can help students activate, apply and consolidate the graphic knowledge through PRe P, ETR, LEA and Recalling when teaching reading comprehension. The results of the post test also prove that the result of the post test also proves the application schema theory. The fifth chapter is the conclusion of this paper, the limitations of this study, and suggestions for future research.

【學(xué)位授予單位】：吉林大學(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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