通过以学生为中心的课堂活动提高学生阅读能力

论文题目: 通过以学生为中心的课堂活动提高学生阅读能力

论文类型: 硕士论文

论文专业: 英语语言文学

作者: 章赛赟

导师: 梅德明

关键词: 阅读能力,以学生为中心的课堂活动,图式,交际法,合作学习

文献来源: 上海外国语大学

发表年度: 2005

论文摘要: 阅读是一个主动的过程，阅读教学也并非仅仅只是教阅读课文中的语言点而已。要帮助非英语专业的大学生在大学英语阅读课中提高他们的阅读能力，就必须使他们参与到阅读过程中并让他们积极主动地参加精心设计的以学生为中心的课堂活动。在设计、实施和评估这些课堂活动时，应首先考虑学生的需要和能力培养并以此作为教学活动的目标和中心任务。本文中的阅读能力定义为由词汇知识、句法知识、字面阅读技能、阐释阅读技能、评论性阅读技能、创造性阅读技能和策略性阅读技能组成。为了提高学生的阅读能力，笔者建议在图式理论—交互式阅读模式的典型代表—的指导下来设计课堂活动。在本研究中，学生阅读之前，笔者设计了读前活动来激活学生原有的图式知识并帮助他们对课文进行预测；学生进行阅读时，笔者设计了阅读中活动以促进学生与课文之间的交流并帮助他们在阅读过程中应用和重构图式知识；学生阅读之后，笔者设计了读后活动来巩固他们的图式知识。同时将交际法和合作学习方法融入到这些课堂活动中。为了验证这些课堂活动的效果，笔者在一个班级中做了一个实验研究并在这个班中做了问卷调查。研究结果表明，和传统的教学方法相比，这些以学生为中心的课堂活动更有助于提高学生的阅读能力。

论文目录:

ACKNOWLEDGEMENTS

ABSTRACT

中文摘要

Chapter 1 Introduction

1.1 Motivations for this study

1.2 Suggested solutions to the problem

1.2.1 Historical perspectives on reading in the ESL classroom

1.2.2 Suggested solutions to improving reading proficiency

1.3 Methodology intended for the study

1.4 Organization of the thesis

Chapter 2 The definition of reading proficiency

2.1 The nature of reading

2.1.1 Reading as a cognitive process

2.1.2 Reading as a constructive process

2.1.3 Reading as an interactive process

2.1.4 Reading as a social process

2.1.5 Reading as a strategic process

2.1.6 Summary

2.2 The definition of reading proficiency

2.2.1 Weir's definition of reading ability

2.2.2 Herber's interpretation of comprehension levels

2.2.3 Barrett's taxonomy of levels of comprehension

2.2.4 My definition of reading proficiency

Chapter 3 Theoretical foundation of teaching EFL reading

3.1 Interactive reading models

3.1.1 Bottom-up reading models

3.1.2 Top-down reading models

3.1.3 Interactive reading models

3.2 Schema theory

3.2.1 Definition of the theory

3.2.2 Characteristics of schemata

3.2.3 Types of schemata

3.2.4 The role of schema in reading

3.3 Communicative language teaching approach

3.4 Cooperative learning

Chapter 4 Design of student-centered classroom activities in College English reading classes

4.1 Definition of student-centered classroom activity

4.2 Necessities of designing student-centered classroom activities in College English reading classes

4.2.1 From the perspective of the nature of reading

4.2.2 From the perspective of the interactive reading model and schema theory

4.2.3 From the perspective of communicative language teaching approach and cooperative learning

4.3 Design of student-centered classroom activities

4.3.1 Procedures of designing classroom activities

4.3.2 Determining instructional goals

4.3.3 Analysis of instructional content

4.3.4 Analysis of learners' characteristics

4.3.5 Making plans of classroom activities

4.3.5.1 Classification of classroom activities in College English reading classes

4.3.5.2 Pre-reading activities

4.3.5.3 While-reading activities

4.3.5.4 Post-reading activities

4.3.6 Implementation and evaluation of the classroom activities

Chapter 5 The effect of the student-centered classroom activities

5.1 An experimental study

5.1.1 Objectives

5.1.2 Subjects

5.1.3 Method

5.1.4 Procedures

5.1.4.1 Teaching methods in the control group

5.1.4.2 Teaching methods in the experimental group

5.1.5 Test

5.1.6 Test results

5.2 A questionnaire survey

5.3 Analysis of the test result

Chapter 6 Conclusion

6.1 Implications of the study

6.2 Pedagogical suggestions for teaching reading in College English reading classes

Appendix 1

References

发布时间: 2006-12-30

参考文献

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通过以学生为中心的课堂活动提高学生阅读能力

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