學(xué)情分析理論是基于對學(xué)習(xí)者學(xué)習(xí)的情況進(jìn)行分析以指導(dǎo)教學(xué)設(shè)計(jì)的理論,國內(nèi)外均有諸多學(xué)者將學(xué)情分析理念的研究與各個(gè)科目的教學(xué)設(shè)計(jì)相結(jié)合。然而針對英語學(xué)科的學(xué)情分析研究多從宏觀上討論學(xué)情分析在英語學(xué)科領(lǐng)域的應(yīng)用情況和一線教師在運(yùn)用該理論時(shí)的誤區(qū)并給出相關(guān)建議的質(zhì)性研究,缺少量化的實(shí)驗(yàn)數(shù)據(jù)對其加以評測。采用課中學(xué)情分析結(jié)合英語閱讀教學(xué)的方式有利于教師根據(jù)課中學(xué)生對文本內(nèi)容和預(yù)設(shè)的課堂教學(xué)活動(dòng)即時(shí)的反饋發(fā)揮學(xué)情分析的聯(lián)動(dòng)作用,有針對性地以學(xué)生為中心開展教學(xué)活動(dòng)。且國內(nèi)外針對閱讀能力量表的設(shè)計(jì)已經(jīng)較為成熟,便于開展教學(xué)實(shí)驗(yàn)進(jìn)行量化研究。筆者由此找出學(xué)情分析在英語教學(xué)中的突破口,將課中學(xué)情分析理論與高中英語閱讀教學(xué)相結(jié)合做實(shí)證研究,以分析課中學(xué)情分析理論對學(xué)生英語閱讀認(rèn)知能力的影響情況。本研究旨在探索運(yùn)用學(xué)情分析理論會(huì)對高中學(xué)生的英語認(rèn)知能力是否會(huì)產(chǎn)生影響以及產(chǎn)生怎樣的影響,主要包含三個(gè)研究問題:1.學(xué)情分析對學(xué)生英語閱讀理解的識別/提取書面信息的能力有怎樣的影響?2.學(xué)情分析對學(xué)生英語閱讀理解的概括/分析書面信息的能力有怎樣的影響?3.學(xué)情分析對學(xué)生英語閱讀理解的批判/評價(jià)書面信息的能力有怎樣的影... 

【文章來源】：遼寧師范大學(xué)遼寧省

【文章頁數(shù)】：68 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Ⅰ Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Organization of the Thesis
Ⅱ Literature Review
    2.1 Analysis of Students
        2.1.1 Relevant Studies Abroad
        2.1.2 Domestic Relevant Studies
    2.2 Cognitive Abilities of Reading
        2.2.1 Relevant Studies on the Definition
        2.2.2 Relevant Studies on Different Planes
    2.3 Comments on the Previous Studies
    2.4 Theoretical Foundation
Ⅲ Research Methodology
    3.1 Research Design
        3.1.1 Research Questions
        3.1.2 Participants
        3.1.3 Research Instruments
    3.2 Research Procedures
        3.2.1 Questionnaire
        3.2.2 Pre-experiment
        3.2.3 Teaching Implementation
        3.2.4 Post-experiment
Ⅳ Results and Discussion
    4.1 Analysis of Questionnaire Data
        4.1.1 Effects on the Data in Pre-test and Post-test in CC
        4.1.2 Effects on the Data in Post-test between EC and CC
        4.1.3 Effects on the Data in Pre-test and Post-test between EC and CC
        4.1.4 Effects on the Data in Pre-test and Post-test in CC
    4.2 Analysis of Data in Tests
        4.2.1 Effects on the Data in Pre-test and Post-test in CC
        4.2.2 Effects on the Data in Post-test between EC and CC
        4.2.3 Effects on the Data in Pre-test and Post-test between EC and CC
        4.2.4 Effects on the Data in Pre-test and Post-test in CC
    4.3 Analysis of the Semi-structured Interview Data
    4.4 Discussion
Ⅴ Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study
References
Appendix
Acknowledgements



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