论文摘要
听力是外语教学的重要环节,是四种必须掌握的语言技能之一。然而,目前高中英语听力课教学质量普遍较低。常见的传统听力课堂教学程序是:讲讲单词、放放录音、对对答案。这种单一的教学模式与其说是在“教”听力,倒不如说是在“测试”听力,这种做法与听力课程的最终目的背道而驰。其教学目标与要求不明确,忽视听力策略的训练和听力技能的培养,严重挫伤了学生的主动性,不利于提高学生的学习兴趣和创造力,最终使学生感到英语听力越来越难。听力应是一种积极主动的过程。在听的过程中,听者想获得的是对说话者所说内容的理解。要达到这种理解,听者除了应具有语言知识(即语音、词汇、句法和语义知识)外,还应具有相应的非语言知识(即背景知识),也就是本文拟将探讨的“图式”的积累。本文首先回顾对听力理解研究的发展;然后,介绍图式理论,并探讨图式理论应用于高中英语听力教学中的重要性与可行性。本文研究基于近半年的教学实践,对图式理论指导听力教学的模式进行了验证和评价。实践证明教师可以把图式理论和听力理解相结合,合理设计听前、听中及听后三个阶段的教学,使得英语听力教与学获得成功。
论文目录
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