高中阅读理解讲评方式及效果

论文摘要

阅读教学是高中英语教学的主线,也是制约高考英语成绩的瓶颈。《新课程标准》对高中学生的阅读能力的要求和阅读量都做了详尽的规定；阅读理解部分在全卷150分高考英语试卷中占40分的分值。因此,注重阅读教学效果、探究阅读教学和提高学生的阅读水平,成为了高中英语教师的主旋律和教学生命线。然而,在高唱“主旋律”之际,作为英语阅读教学很重要的延伸部分——探究阅读理解讲评的方式却被人们所忽视了。在《新课程标准》要求和高考指挥棒下,教师应如何进行阅读理解讲评、采用怎样的方式,成为人们较为关心的问题。根据外语教学理论及阅读理解讲评理论,依据大纲目标、教学需要、学习需要以及文本分析的要求,本文提出四种阅读理解讲评方式,即有声思维、自主讲评、互助讲评和以教师与学生为中心相结合的讲评方式。鉴于这方面实证研究在中学相对较少,笔者采用了实验法、问卷调查法和文献综述法,探讨阅读理解讲评方式对学生阅读能力影响的可行性和有效性。在问卷调查分析和实验班与对照班成绩对比分析的基础上,本研究发现,探究阅读理解讲评方式是有意义的,多样化的讲评方式对于提高学生阅读理解水平有显著的效果。

论文目录

• 中文摘要
• Abstract
• 中文文摘
• Synopsis
• Chapter 1 Introduction
• 1.1 Background of the thesis
• 1.2 Significance of the Thesis
• 1.3 Literature review
• 1.3.1 Text and text structure
• 1.3.2 Learning support theory
• 1.3.3.Teacher talk
• 1.3.4 Reading teaching theory and interpreting reading texts
• 1.4 Overview of the Thesis
• Chapter 2 Foundations of Interpreting Reading Texts
• 2.1 Curriculum objectives
• 2.2 Needs of teaching
• 2.2.1 Agreements with teaching objectives
• 2.2.2 Agreements with teaching tools
• 2.2.3 Agreements with teaching and learning environment
• 2.3 Needs of learning
• 2.3.1 Agreements with students' affect needs
• 2.3.2 Agreements with students' cognitive style
• 2.3.3 Agreements with students' knowledge levels
• 2.4 Text analysis
• 2.4.1 Text structure
• 2.4.2 Text types
• 2.4.3 Text features
• 2.4.4 Text functions
• Chapter 3 Methods of Interpreting Reading Text
• 3.1 Thinking-aloud method
• 3.1.1 Definitions
• 3.1.2 Functions
• 3.1.2.1 Signal function
• 3.1.2.2 Reinforcement function
• 3.1.2.3 Modification function
• 3.1.3 Practice
• 3.1.3.1 Detailed requirements of the thinking-aloud method
• 3.1.3.2 Procedures of the thinking-aloud method
• 3.2 Autonomy interpreting method
• 3.2.1.Definitions
• 3.2.2 Functions
• 3.2.2.1 Fostering and developing confidence
• 3.2.2.2 Improving language cognitive levels
• 3.2.2.3 Inspiring and modeling other students
• 3.2.3 Practice
• 3.3 The peer aid method
• 3.3.1 Definitions
• 3.3.2 Functions
• 3.3.2.1 Fostering positive social relations
• 3.3.2.2 Creating a harmonious climate
• 3.3.3 Practice of the peer aid interpreting method
• 3.4 Integration of teacher-centered and student-centered method
• 3.4.1 Definitions
• 3.4.2 Functions
• 3.4.2.1 Embodying teaching and learning democracy and equality
• 3.4.2.2 Promoting to build a new student-teacher relationship
• 3.4.3 Practice
• Chapter 4 Case Study and Experiment
• 4.1 Background of case study
• 4.2 Problems of teacher-centered interpreting reading texts
• 4.3 Different methods of interpreting reading texts
• 4.3.1 Case 1:Applying integration of teacher-centered and student-centered method to Passage A
• 4.3.2 Case 2:Applying the thinking-aloud method to Passage B
• 4.4 Experiment of interpreting reading texts
• 4.4.1.Objectives
• 4.4.2 Subjects
• 4.4.3 Materials
• 4.4.4 Procedures
• 4.5 Results and analysis
• 4.5.1 Result in relation to research question 1
• 4.5.2 Results in relation to research question 2
• 4.5.3 Summary
• Chapter 5 Conclusions
• 5.1 Major findings
• 5.2 Pedagogical implications
• 5.3 Limitations of the research
• 5.4 Suggestions for future research
• References
• Appendix
• Acknowledgements