發(fā)布時間：2019-06-18 14:45

【摘要】：高中英語課堂上,閱讀作為學(xué)習(xí)英語的一種輸入方式,受到教師和學(xué)生們的重視�！镀胀ǜ咧杏⒄Z新課程標(biāo)準(zhǔn)》要求學(xué)生分別從語篇結(jié)構(gòu)和語境出發(fā)對語篇進(jìn)行深層次的理解,并且揣摩作者的觀點態(tài)度。這樣的要求在傳統(tǒng)的英語閱讀教學(xué)中卻很難實現(xiàn),原因是傳統(tǒng)的高中英語閱讀教學(xué)多注重語言知識系統(tǒng)的傳授,忽略了讓學(xué)生們對整篇語篇的理解,最終導(dǎo)致學(xué)生閱讀理解的綜合技能存在著諸多問題。通過問卷發(fā)現(xiàn)學(xué)生們的閱讀習(xí)慣有很多問題,他們通常把注意力放在詞匯、語法和單句的分析上,缺乏對整篇文章的理解。本研究針對這個問題,采用實證研究方法,探討基于語篇分析的英語閱讀教學(xué)是否能夠改善高中學(xué)生的閱讀習(xí)慣和是否能夠提高他們的閱讀能力。本文的研究問題包括:1)基于語篇分析的英語閱讀教學(xué)是否能改善高中學(xué)生的閱讀習(xí)慣?2)基于語篇分析的英語閱讀教學(xué)是否能夠提高高中生的閱讀能力?本研究受試為吳川市某中學(xué)高一年級的2個自然班,共100名學(xué)生。通過前測可知,這兩個班的閱讀成績沒有顯著的差異。其中一個班級為實驗組,另一個班級為控制組,每組人數(shù)均為50人。實驗組閱讀教學(xué)采用基于語篇分析的閱讀教學(xué)法,而控制組則采用目前傳統(tǒng)的閱讀教學(xué)法。研究工具包括:測試(前測、后測)、調(diào)查問卷。前測目的在于了解實驗組與控制組的英語閱讀水平是否存在顯著性差異;后測目的在于考察基于語篇分析的高中英語閱讀教學(xué)是否能夠提高學(xué)生們的閱讀能力;調(diào)查問卷旨在了解實驗前學(xué)生們的閱讀現(xiàn)狀和實驗后實驗組的學(xué)生們的閱讀習(xí)慣是否有所改善。研究結(jié)果顯示:實驗組的閱讀成績平均分為22.76,標(biāo)準(zhǔn)差為6.687;控制組的閱讀成績平均分為19.52,標(biāo)準(zhǔn)差為5.023。數(shù)據(jù)說明基于語篇分析的英語閱讀教學(xué)有利于提高高中生們的閱讀能力。此外,通過分析實驗前后的實驗組的學(xué)生們的閱讀習(xí)慣的數(shù)據(jù),可知基于語篇分析的英語閱讀教學(xué)有利于改善他們的閱讀習(xí)慣。因此,基于語篇分析的英語閱讀教學(xué)是一種有效的高中英語閱讀教學(xué)方法,對提高高中生英語閱讀水平具有良好的借鑒意義。
[Abstract]:In senior high school English class, reading, as an input way to learn English, has been paid attention to by teachers and students. The New Curriculum Standard of Senior High School English requires students to understand the text deeply from the perspective of text structure and context, and to speculate on the author's views and attitudes. This requirement is difficult to realize in the traditional English reading teaching, because the traditional English reading teaching in senior high school pays more attention to the teaching of language knowledge system, neglects the students' understanding of the whole text, and finally leads to many problems in the comprehensive skills of students' reading comprehension. Through the questionnaire, it is found that there are many problems in students' reading habits. They usually pay attention to the analysis of vocabulary, grammar and single sentence, and lack the understanding of the whole article. In order to solve this problem, this study uses empirical research methods to explore whether English reading teaching based on discourse analysis can improve the reading habits and reading ability of senior high school students. The research questions in this paper include: 1) can the teaching of English reading based on discourse analysis improve the reading habits of senior high school students? 2) can the teaching of English reading based on discourse analysis improve the reading ability of senior high school students? The subjects were two natural classes in the first grade of a middle school in Wuchuan City, with a total of 100 students. Through the pre-test, we can see that there is no significant difference in reading performance between the two classes. One class is the experimental group and the other is the control group, with 50 people in each group. The reading teaching method based on discourse analysis was used in the experimental group, while the traditional reading teaching method was used in the control group. Research tools include: testing (pre-test, post-test), questionnaire. The purpose of the pre-test is to understand whether there is a significant difference in English reading level between the experimental group and the control group; the purpose of the post-test is to investigate whether the senior high school English reading teaching based on discourse analysis can improve students' reading ability; the purpose of the questionnaire is to understand the current reading situation of the students before the experiment and whether the reading habits of the experimental group have improved after the experiment. The results showed that the average score of reading score was 22.76 and the standard deviation was 6.687 in the experimental group, and 19.52 and 5.023 in the control group. The data show that the teaching of English reading based on discourse analysis is helpful to improve the reading ability of senior high school students. In addition, by analyzing the data of the reading habits of the students in the experimental group before and after the experiment, it can be seen that the English reading teaching based on discourse analysis is beneficial to improve their reading habits. Therefore, the teaching of English reading based on discourse analysis is an effective teaching method of English reading in senior high school, which has a good reference significance for improving the English reading level of senior high school students.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 彭艷霞;;高中英語閱讀教學(xué)中語篇分析理論的應(yīng)用[J];英語廣場;2015年05期

2 李紅;;語篇分析在英語閱讀教學(xué)中的應(yīng)用[J];山西師大學(xué)報(社會科學(xué)版);2014年S4期

3 賀春英;潘春英;;語篇模式在大學(xué)英語閱讀教學(xué)中的應(yīng)用——以哈爾濱劍橋?qū)W院非英語專業(yè)學(xué)生為例[J];外語學(xué)刊;2013年05期

4 李晶;趙波;;英語語篇分析閱讀教學(xué)的實證研究——以南昌理工學(xué)院為例[J];教育學(xué)術(shù)月刊;2013年08期

5 楊莉;;從語篇分析角度做好英語閱讀課堂教學(xué)[J];山西財經(jīng)大學(xué)學(xué)報;2012年S3期

6 徐春美;;基于語篇的高中英語閱讀教學(xué)[J];山東師范大學(xué)外國語學(xué)院學(xué)報(基礎(chǔ)英語教育);2010年05期

7 楊國華;;語篇分析在英語閱讀教學(xué)中的應(yīng)用[J];赤峰學(xué)院學(xué)報(漢文哲學(xué)社會科學(xué)版);2009年11期

8 鐘澤洲;;語篇微觀分析在高中英語閱讀教學(xué)中的運用[J];山東師范大學(xué)外國語學(xué)院學(xué)報(基礎(chǔ)英語教育);2009年05期

9 曾祥敏;;國外近十年閱讀策略訓(xùn)練研究述評[J];西南交通大學(xué)學(xué)報(社會科學(xué)版);2008年04期

10 徐文麗;;話語分析理論在閱讀教學(xué)中的應(yīng)用[J];中小學(xué)外語教學(xué)(中學(xué)篇);2008年05期

相關(guān)碩士學(xué)位論文 前2條

1 朱效峰;語篇分析理論在高中英語閱讀教學(xué)中的應(yīng)用研究[D];東北師范大學(xué);2007年

2 高清鳳;將語篇分析引入高中英語課文教學(xué)[D];華中師范大學(xué);2006年

，

本文編號：2501566