在英語教學(xué)中,閱讀作為輸入的主要方式是學(xué)習(xí)者獲取知識和信息的主要途徑,并且在考試中閱讀所占一定比例。然而,當(dāng)前的高中英語閱讀教學(xué)現(xiàn)狀卻不令人滿意。調(diào)查發(fā)現(xiàn),閱讀通常被認(rèn)為是最有難度的部分,大部分學(xué)生表示很難很好地掌握整篇文章的脈絡(luò),部分同學(xué)也表示很難控制閱讀速度,因時間分配不均勻從而會影響分?jǐn)?shù)。因此有必要在英語閱讀教學(xué)課堂中采用既可以激發(fā)學(xué)生學(xué)習(xí)興趣,又可以提高學(xué)生閱讀元認(rèn)知策略的教學(xué)手法。思維導(dǎo)圖是20世紀(jì)60年代由英國著名教育家托尼·巴贊提出的,它是利用圖形,分支,符號和文字有效結(jié)合來表達(dá)發(fā)散性思維,并將知識可視化的思維工具和學(xué)習(xí)方法。本文將探究如下問題:1.思維導(dǎo)圖能否提高高中生英語閱讀元認(rèn)知計劃策略水平?2.思維導(dǎo)圖能否提高高中生英語閱讀元認(rèn)知選擇性注意策略水平?3.思維導(dǎo)圖能否提高高中生英語閱讀元認(rèn)知監(jiān)控策略水平?4.思維導(dǎo)圖能否提高高中生英語閱讀元認(rèn)知評估策略水平?本實驗是在石家莊潤德二中高二的兩個平行班進(jìn)行。一個為控制班共有44人,另一個班為實驗班共有45人。在控制班采用傳統(tǒng)的三階段教學(xué)法,實驗班則采用思維導(dǎo)圖教學(xué)法。本實驗將在九月份開始,十二月份結(jié)束。實驗工具有問卷,測... 

【文章來源】：河北師范大學(xué)河北省

【文章頁數(shù)】：96 頁

【學(xué)位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter1 Introduction
    1.1 Research Background
    1.2 The Purpose and Significance of the Research
    1.3 Overall Structure of this Thesis
Chapter2 Literature Review
    2.1 Studies on Mind-Mapping
        2.1.1 The Definition of the Mind-Mapping
        2.1.2 Studies on Mind-Mapping Abroad
        2.1.3 Studies on Mind-Mapping at Home
    2.2 Studies on Meta-Cognitive Strategy
        2.2.1 The Definition of the Meta-Cognitive Strategy
        2.2.2.Studies on Meta-Cognitive Strategy Abroad
        2.2.3.Studies on Meta-Cognitive Strategy at Home
    2.3 Theoretical Foundations
        2.3.1 Constructive Thinking
        2.3.2 Theory of Knowledge Visualization
        2.3.3 Schema Theory
Chapter3 Research Design
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Texts
        3.3.3 Interview
    3.4 Research Procedure
        3.4.1 Pre-Implementation Stage
        3.4.2 Implementation Stage
        3.4.3 Post-Implementation Stage
    3.5 Teaching Procedure
        3.5.1 Teaching Procedure in EC
        3.5.2 Teaching Procedure in CC
    3.6 Data Collection
Chapter4 Result and Discussion
    4.1 Reading Meta-Cognitive Planning Strategies of Senior High School StudentsImproved by Mind-Mapping
        4.1.1 Analysis of the Pre-Questionnaire of CC and EC
        4.1.2 Analysis of the Post-Questionnaire of CC and EC
        4.1.3 The Comparison of the Planning Strategies in EC and CC Before andAfter Experiment
    4.2 Reading Meta-Cognitive Selective Attention Strategies of Senior High SchoolStudents Improved by Mind-Mapping
        4.2.1 Analysis of the Pre-Questionnaire of CC and EC
        4.2.2 Analysis of the Post-Questionnaire of CC and EC
        4.2.3 The Comparison of the Selective Attention Strategies in EC and CCBefore and After Experiment
    4.3 Reading Meta-Cognitive Monitoring Strategies of Senior High School StudentsImproved by Mind-Mapping
        4.3.1 Analysis of the Pre-Questionnaire of CC and EC
        4.3.2 Analysis of the Post-Questionnaire of CC and EC
        4.3.3 The Comparison of the Monitoring Strategies in EC and CC Beforeand After Experiment
    4.4 Reading Meta-Cognitive Evaluation Strategies of Senior High School StudentsImproved by Mind-Mapping
        4.4.1 Analysis of the Pre-Questionnaire of CC and EC
        4.4.2 Analysis of the Post-Questionnaire of CC and EC
        4.4.3 The Comparison of the Evaluation Strategies in EC and CC Beforeand After Experiment
    4.5 Senior High School Students’Reading Meta-Cognitive Strategies Improved byMind-Mapping
        4.5.1 Data Analysis of the Pre-Test
        4.5.2 Data Analysis of the Post-Test
        4.5.3 Data Analysis of the Paired-Samples Statistics of Pre-Test and Post-Testin EC
        4.5.4 Data Analysis of the Interview
Chapter5 Conclusion
    5.1 Major Findings
    5.2 Implications for Reading Teaching
    5.3 Limitations of the Research
    5.4 Suggestions for Futher Study
Bibliography
Appendix1 Meta-Cognitive Strategies Questionnaire
Appendix2 高中生運用思維導(dǎo)圖改進(jìn)閱讀元認(rèn)知策略的訪談問題
Appendix3 Papers for Pre-test
Appendix4 Papers for Post-test
Acknowledgements


【參考文獻(xiàn)】：
期刊論文
[1]思維導(dǎo)圖融入英語學(xué)習(xí)策略培養(yǎng)的實驗研究[J]. 黃雪英,胡竹菊.  外語電化教學(xué). 2009(03)
[2]運用思維導(dǎo)圖進(jìn)行英語單詞記憶的實驗研究[J]. 劉智斌,覃學(xué)健,劉玉梅,雷廣榮.  軟件導(dǎo)刊(教育技術(shù)). 2009(01)
[3]談思維導(dǎo)圖在詞匯教學(xué)中的應(yīng)用[J]. 毛海燕,單宏磊.  教育探索. 2008(11)
[4]“思維導(dǎo)圖”在藝術(shù)類高職英語課堂中的應(yīng)用[J]. 白玥容.  四川教育學(xué)院學(xué)報. 2008(04)
[5]思維導(dǎo)圖與英語學(xué)習(xí)者元認(rèn)知能力的培養(yǎng)[J]. 魏利霞,郭鴻雁.  四川教育學(xué)院學(xué)報. 2007(11)
[6]思維導(dǎo)圖在高中英語教學(xué)中的運用[J]. 李軍華.  山東師范大學(xué)外國語學(xué)院學(xué)報(基礎(chǔ)英語教育). 2007(04)
[7]元認(rèn)知策略在二語課堂閱讀中的可教性實驗研究[J]. 潘黎萍.  外語教學(xué). 2006(01)
[8]思維導(dǎo)圖及其在英語教學(xué)中的應(yīng)用[J]. 陳敏.  外語電化教學(xué). 2005(01)
[9]元認(rèn)知策略與英語閱讀的關(guān)系[J]. 劉慧君.  外語與外語教學(xué). 2004(12)
[10]中國英語學(xué)習(xí)者的閱讀策略研究[J]. 劉丹丹.  外語界. 2002(06)

碩士論文
[1]思維導(dǎo)圖在高中英語單詞教學(xué)中的應(yīng)用研究[D]. 張玲.上海師范大學(xué) 2013
[2]思維導(dǎo)圖在大學(xué)英語閱讀課程教學(xué)中的應(yīng)用研究[D]. 岑艷琳.華中師范大學(xué) 2011
[3]思維導(dǎo)圖及可視化字典輔助大學(xué)英語詞匯教學(xué)研究[D]. 郭良英.西南大學(xué) 2008



本文編號：3109266