图式理论在高中英语读前教学的应用研究

论文摘要

阅读技能对于高中学生十分重要。但是,目前在许多高中学生中存在着阅读兴趣低,阅读能力差的问题。面对这一现状,本文作者力图应用图式理论于读前教学,通过组织各种读前活动建构和激活学生的内容图式从而达到提高学生阅读兴趣和信心,养成策略阅读的良好习惯,从而提高他们的阅读水平的目的。为了验证此做法是否可行,作者在北京市通州区运河中学进行了为期四个月的实验研究。作者以其所教的高一两个班分别作为实验班和控制班,实验班采用基于图式的教学方法,而控制班采用传统的教学方法。试验后,通过问卷统计数据以及访谈的结果,作者能够清楚地看到实验班学生的阅读兴趣和信心明显增强,学生学会运用预测和略读策略进行阅读。通过对比实验班和控制班前测和后测成绩,作者看到实验班学生的阅读成绩有了明显的提高。由此可以看出,在读前阶段通过建构和激活内容图式进行阅读教学是有益而可行的。本论文共分为六部分。第一部分介绍论文背景,目的和意义。第二部分阐述本行动研究所涉及的文献,包括阅读,图式,读前活动,阅读策略。第三部分阐述将图式理论应用于读前教学的设计。第四部分介绍整个实验过程。第五部分分析实验数据和结果。第六部分得出结论,并对以后的研究提出建议。

论文目录

• 摘要
• Abstract
• Chapter 1 Introduction
• 1.1 Background and purpose of this research
• 1.2 Significance of this research
• 1.3 The structure of the thesis
• Chapter 2 Literature review
• 2.1 Reading and pre-reading
• 2.1.1 Definition of reading
• 2.1.2 Three reading models
• 2.1.2.1 The bottom-up model
• 2.1.2.2 The top-down model
• 2.1.2.3 The interactive model
• 2.1.3 The function of pre-reading
• 2.2 Schema theory
• 2.2.1 Background
• 2.2.2 Definition of schema
• 2.2.3 Types of schema
• 2.2.3.1 Content Schema
• 2.2.3.2 Formal Schema
• 2.2.3.3 Linguistic Schema
• 2.2.4 The function of schema
• 2.3 Building and activating schema in Pre-reading
• 2.3.1 Advance organizer
• 2.3.2 Different types of pre-reading activities
• 2.4 Reading strategies
• 2.4.1 Definition of reading strategies
• 2.4.2 Different types of reading strategies
• Chapter 3 The application of schema theory to Pre-reading instruction
• 3.1 Building students' content schema
• 3.1.1 Teacher's introduction with the aid of multimedia
• 3.1.2 Teacher's giving reference reading materials as advance organizer
• 3.1.3 Students' looking up references after class and presenting them in class
• 3.2 Activating students' content schema
• 3.2.1 Class discussion
• 3.2.2 Semantic mapping
• 3.2.3 Preview skimming
• 3.2.4 Prediction
• 3.2.5 K-W-L
• Chapter 4 Research design
• 4.1 Research questions
• 4.2 Subjects
• 4.3 Instruments
• 4.3.1 Pre-test and post-test
• 4.3.2 Questionnaires
• 4.3.3 Interview
• 4.4 Experimental period and textbook adopted
• 4.5 Experimental procedure
• 4.5.1 Pre-evaluation
• 4.5.2 Treatment
• 4.5.2.1 Building students' content schema
• 4.5.2.2 Activating students' content schema
• 4.5.3 Post-evaluation
• Chapter 5 Analysis and results
• 5.1 Analysis
• 5.1.1 Analysis of pre-test scores
• 5.1.2 Analysis of post-test scores
• 5.1.3 Analysis of high-score group and low-score group scores
• 5.1.4 Analysis of questionnaires
• 5.1.5 Analysis of interview records
• 5.2 Results
• Chapter 6 Conclusion
• 6.1 Conclusion
• 6.2 Implications for teaching English reading
• 6.3 Limitation of the research
• 6.4 Suggestions for further research
• References
• Appendices
• Appendix 1 Questionnaire
• Appendix 2 Interview outline
• Appendix 3 Pre-test
• Appendix 4 Post-test
• Acknowledgements