【摘要】：當(dāng)前,我國(guó)高中英語(yǔ)新課程標(biāo)準(zhǔn)明確指出：“要提高學(xué)生閱讀能力,單純通過(guò)教科書(shū)中的課文教學(xué)是不夠的,還要根據(jù)學(xué)生的具體情況,有計(jì)劃地指導(dǎo)學(xué)生在課外閱讀一定數(shù)量的讀物�！蓖瑫r(shí),新課標(biāo)對(duì)高中生英語(yǔ)閱讀水平提出了很高的要求,然而在這種要求背景下,高中生閱讀狀況不容樂(lè)觀。高中生普遍存在閱讀量不足、閱讀能力不高的問(wèn)題。而指導(dǎo)性課外閱讀可以擴(kuò)展學(xué)生的閱讀范圍,幫助學(xué)生掌握閱讀策略以及提高他們的閱讀能力。但是之前對(duì)指導(dǎo)性課外閱讀所做的研究都是停留在理論層面,并沒(méi)有運(yùn)用到實(shí)際教學(xué)中。本研究的目的在于探索一種有效的教學(xué)方式,即指導(dǎo)性課外閱讀,并將其運(yùn)用到英語(yǔ)閱讀教學(xué)中,從而提高學(xué)生的英語(yǔ)閱讀能力。本研究主要關(guān)注以下三個(gè)問(wèn)題：(1)指導(dǎo)性課外閱讀是否使高中生英語(yǔ)閱讀能力有顯著提高?(2)通過(guò)指導(dǎo)性課外閱讀,學(xué)生的閱讀興趣是否得以提高?(3)學(xué)生能否把在指導(dǎo)性課外閱讀中學(xué)到的閱讀策略運(yùn)用到以后的閱讀過(guò)程中?本研究進(jìn)行了為期4個(gè)月的教學(xué)實(shí)驗(yàn)。以靜樂(lè)縣第一中學(xué)高二年級(jí)92名學(xué)生作為研究對(duì)象。研究工具包括問(wèn)卷和閱讀測(cè)試。實(shí)驗(yàn)組學(xué)生為46名,控制組學(xué)生為46名。實(shí)驗(yàn)開(kāi)始前對(duì)92名研究對(duì)象進(jìn)行前測(cè),前測(cè)分?jǐn)?shù)被用于分析實(shí)驗(yàn)組和控制組學(xué)生的閱讀能力是否處于同一水平。同時(shí),使用問(wèn)卷對(duì)學(xué)生的課外閱讀現(xiàn)狀進(jìn)行調(diào)查。閱讀課上,作者在實(shí)驗(yàn)班指導(dǎo)學(xué)生進(jìn)行課外閱讀,而在控制班采取傳統(tǒng)的閱讀教學(xué)方式。完成教學(xué)實(shí)驗(yàn)后,對(duì)研究對(duì)象進(jìn)行后測(cè)。實(shí)驗(yàn)最后一周,作者對(duì)實(shí)驗(yàn)班學(xué)生再次進(jìn)行了關(guān)于指導(dǎo)性課外閱讀教學(xué)的問(wèn)卷調(diào)查。本次研究收集的數(shù)據(jù)采用SPSS.17.0進(jìn)行分析。通過(guò)對(duì)比實(shí)驗(yàn)班和控制班的閱讀成績(jī)和問(wèn)卷調(diào)查結(jié)果發(fā)現(xiàn),經(jīng)過(guò)一個(gè)學(xué)期的教學(xué)實(shí)驗(yàn),實(shí)驗(yàn)班學(xué)生的閱讀能力有顯著提高。由此得出最終結(jié)論：指導(dǎo)性課外閱讀能夠顯著提高高中生的英語(yǔ)閱讀能力和閱讀興趣；學(xué)生能夠把學(xué)到的閱讀策略運(yùn)用到之后的閱讀過(guò)程中�？傊�,指導(dǎo)性課外閱讀對(duì)英語(yǔ)閱讀教學(xué)是有一定成效的。
[Abstract]:At present, the New Curriculum Standard for Senior High School English in China clearly points out: "in order to improve students' reading ability, it is not enough to simply pass the text teaching in textbooks, but also according to the students' specific conditions." Guide students to read a certain amount of reading after class. " At the same time, the new curriculum has set a high demand for senior high school students' English reading level. However, under this background, the reading condition of senior high school students is not optimistic. High school students generally have the problem of insufficient reading quantity and low reading ability. Guiding extracurricular reading can expand the scope of reading, help students master reading strategies and improve their reading ability. However, the previous studies on guiding extracurricular reading remain at the theoretical level and have not been applied to practical teaching. The purpose of this study is to explore an effective teaching method, that is, to guide extracurricular reading, and apply it to English reading teaching so as to improve students' reading ability. This study focuses on the following three questions: (1) does instructive extra-curricular reading significantly improve high school students' English reading ability? (2) through instructive extra-curricular reading, Can students improve their interest in reading? (3) can students apply the reading strategies they have learned in instructive extracurricular reading to the later reading process? A 4-month teaching experiment was conducted. Ninety-two students of grade two in Jingle No. 1 Middle School were taken as the object of study. Research tools include questionnaires and reading tests. There were 46 students in the experimental group and 46 students in the control group. A pre-test was performed on 92 subjects before the beginning of the experiment. The pre-test scores were used to analyze whether the reading ability of the experimental group and the control group was at the same level. At the same time, the questionnaire is used to investigate the present situation of students' extracurricular reading. In reading class, the author instructs students to read after class in the experimental class, while the traditional reading teaching method is adopted in the control class. After the completion of the teaching experiment, the research object was tested. In the last week of the experiment, the author conducted a questionnaire survey on the instruction of extracurricular reading in the experimental class. The data collected in this study were analyzed by SPSS.17.0. By comparing the reading scores of the experimental class and the control class and the results of the questionnaire, it is found that the reading ability of the students in the experimental class has been significantly improved after a semester of teaching experiments. The final conclusion is that instructive extracurricular reading can significantly improve high school students' English reading ability and interest, and students can apply the reading strategies they have learned to the later reading process. In a word, instructive extracurricular reading has certain effect on English reading teaching.
【學(xué)位授予單位】：山西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.41

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