交易阅读模式对高中生阅读能力的影响

论文摘要

阅读是现代社会中人们生存和发展所必备的一项社会文化技能。它是学习者获取知识、信息的主渠道。学生的阅读能力直接关系到他整个外语学习的成败。虽然阅读在英语教学中的地位十分重要,但是阅读教学的效果不尽人意。对阅读理解的深入研究,其意义远远超过阅读教学本身;对阅读教学的反思和改革于整个英语课程标准的改革有着极其重要意义。为了提高英语阅读的教学效果,改变教学过程中“学生围绕教师转”的现状,笔者提出了本研究的假设即交易阅读模式能提高高中生的阅读能力。但是,什么是交易阅读模式?交易阅读模式对提高高中生英语阅读能力究竟有什么影响?相关的研究还不多。因此,本文就交易阅读模式能否提高高中生的阅读能力这一课题进行了实验研究,为高中英语阅读教学实践改革提供切实可行的教学模式。在古田溪山中学高三年段挑选两个平行班,各64人为实验组和控制组,进行为期23周的教学尝试,采取问卷调查和前后测来检验对学生阅读能力的影响。实验产生的数据用SPSS13.0软件进行相关系数统计分析。本研究结果表明:1.交易阅读模式有助于提高高中生的阅读能力,对培养高中生阅读过程中的创造性学习能力有一定的参考价值。2.学生潜移默化地获得了相关的阅读策略。3.让英语阅读教学成为一个获取信息的过程、审美的过程,是提高英语阅读教学水平的一个重要途径。本文同时分析和评价了交易阅读模式的主要优点和不足之处,并提出了实施促进学生英语阅读能力发展的交易阅读模式的建议。

论文目录

• 中文摘要
• Abstract
• 中文文摘
• Synopsis
• Chapter One: Introduction
• 1.1 The background of the study
• 1.1.1 The importance of reading
• 1.1.2 The current situation of reading teaching and learning in school
• 1.2 Theoretical and practical significance of the study
• 1.3 Organization of the thesis
• Chapter Two: Literature Review
• 2.1 Categories of reading
• 2.1.1 What is reading
• 2.1.2 What is reading comprehension
• 2.2 Evaluation of the reading models
• 2.2.1 Bottom -up model
• 2.2.2 Top-down model
• 2.2.3 Interactive reading theories
• 2.3 Summary
• Chapter Three: Rosenblatt's Transactional Perspective on Reading
• 3.1 Theorical frame work
• 3.1.1 Critical Literacy
• 3.1.2 Reader-Response Theory
• 3.2 Rosenblatt's transactional perspective on reading
• 3.2.1 Literary reading in EFL as information accessibility
• 3.2.2 Literary reading in EFL as aesthetic accessibility
• 3.3 Definition of reading ability
• Chapter Four: Research Design
• 4.1 Objectives of the study
• 4.2 The subjects of the study
• 4.3 Instruments
• 4.4 Research procedures
• 4.4.1 Questionnaire
• 4.4.2 Pre-test
• 4.4.3 Post-test
• 4.4.4 Instructional procedures
• 4.4.5 Practicing teaching procedure model
• Chapter Five: Data Analysis and Discussion
• 5.1 An analysis of the data from the questionnaire
• 5.2 An analysis of the data from the pre-test
• 5.3 An analysis of the data from the post-test
• 5.3.1 The effect of the training on the students' overall reading proficiency
• 5.3.2 The effect of the training on the students of different English levels
• 5.4 Implications based on Rosenblatt's transactional perspective on reading
• 5.4.1 The introduction of authentic texts into learning situations
• 5.4.2 Activating students' motivation for reading
• 5.4.3 Creating an authentic atmosphere for the instruction of reading
• 5.4.4 Attaching importance to the roles of students and teachers
• 5.4.5 Scaffolding
• Chapter Six Conclusion
• 6.1. Main findings of the study
• 6.2. Limitations and suggestions
• References
• Appendix A
• Appendix B
• Appendix C
• Appendix D
• Appendix E
• Acknowledgements