认知策略在初中英语阅读中的运用研究

论文摘要

阅读是人们学习语言的最重要的途径。阅读理解对学生来说是个难点,尤其是对初中学生来说。随着学业的提高和阅读要求的提高,许多学生阅读上的问题日益严重。事实证明：教授多种阅读策略可以提高学生的阅读能力。所以,作为教师的我们要向学生传授适当的阅读策略,目前在大学生和高中生中进行了大量阅读策略的研究,但认知策略培养在初中生英语学习过程中的应用与研究还非常少。本文以Ausubel’s Theory of Meaningful Learning和Anderson’s Cognitive Theory的理论为指导,采用了问卷法和对照实验的研究方法。结果表明,在初中生中进行阅读策略中的认知策略的培训很有必要。本文采用了SPSS13.0for Windows统计软件进行数据分析和处理。本文的研究目的是要证明在阅读过程中对学生进行认知策略的训练可以提高初中生的阅读理解能力。本文围绕以下三个问题进行研究：(1)学生在阅读时运用得最多的和最少的策略分别是什么?(2)认知策略的方法训练后能帮助学生提高阅读能力吗?(3)通过认知策略的方法训练后学生的变化是什么?本文研究的主要内容是用认知策略的方法指导初中生进行有效阅读。作者选择一所初中二年级的两个班的72个学生作为研究对象,一个班作为对照班,另一个班作为实验班,实验为期3个月。实验过程中只有实验班的同学接受认知策略的训练。研究的结果证明了认知策略的训练确实对初中生的阅读理解能力产生了巨大影响,起到了很大的促进作用。

论文目录

• Acknowledgements
• 摘要
• Abstract
• Chapter One Introduction
• 1.1 Background of the research
• 1.2 Significance of the research
• 1.3 Purpose of the research
• 1.4 The layout of the thesis
• Chapter Two Literature Review
• 2.1 Definition of reading and reading strategies
• 2.1.1 Definition of reading
• 2.1.2 Definition of reading strategies
• 2.1.3 Types of reading
• 2.1.4 The importance of teaching reading
• 2.2 Relevant researches on reading strategies
• 2.3 Definitions of cognitive strategies
• 2.3.1 The research of cognitive strategies abroad
• 2.3.2 The research of cognitive strategies in China
• 2.4 Theoretical bases for this study
• 2.4.1 Ausubel's theory of meaningful learning
• 2.4.2 Anderson's cognitive theory
• 2.5 Summary
• Chapter Three Methodology
• 3.1 Research questions
• 3.2 Participants
• 3.3 Research instrument
• 3.3.1 Reading materials
• 3.3.2 The questionnaire
• 3.3.3 The pretest and post-test
• 3.3.4 Statistical package for social sciences 13.0
• 3.3.5 A post-cognitive strategy inventory
• 3.3.6 The reliability of the research
• 3.3.7 The validity of the research
• 3.4 Research procedure
• 3.5 Sample lessons
• Chapter Four Research Results and Data Analysis
• 4.1 The results of the pre-test
• 4.2 The data collection of the questionnaires
• 4.3 The results of the two questionnaires
• 4.3.1 The outcomes of the questionnaire before the training
• 4.3.2 The outcomes of the questionnaire after the training
• 4.4 The results of the post-test
• 4.5 The results of the post-cognitive strategies questionnaire
• Chapter Five Conclusions
• 5.1 Major findings of the research
• 5.2 The Implications For Practical Teaching
• 5.3 Limitations And Further Research
• References
• Appendix 1 Some reading materials
• Appendix 2 The questionnaire of reading strategy use
• Appendix 3 The english papers of the pretest
• Appendix 4 The english papers of the post-test
• Appendix 5 A sample teaching plan