概念图在高中英语阅读教学中的应用
发布时间：2022-12-04 02:51
在英语学习中,阅读能力是学生必备的基本技能之一。学生通过阅读各类书籍掌握了科学知识,认识了世界,塑造了优良品质。但是,目前高中生在英语阅读的学习过程中仍然存在很多问题,主要表现为学生在进行英语阅读时,阅读策略使用有限,而且不愿意主动去阅读,缺乏阅读兴趣,学生的思辨性思维得不到培养和发展。为了解决以上问题,就需要寻求更加科学、有效、实用的英语阅读教学方法。这也是众多的英语教育研究者和英语教师需要努力的方向。本研究旨在探索在英语阅读教学中使用概念图对学生的阅读能力和阅读态度将产生哪些影响。本研究的对象选自甘肃省兰州新区舟曲中学的高一年级的两个普通班的110名学生。两个班的学生的英语语言能力处于同一水平。教学实验为期4个月。两个班由同一位教师授课,在实验班使用概念图英语阅读教学模式进行教学,在控制班沿用常用的教学方法进行教学。两个班的教材相同,课时数也相同。本次研究采用两种研究工具。为了探索第一个研究问题,在实验前和实验后发放测试卷作为前测和后测;为了探究第二个研究问题,在实验前后给实验班学生分发关于阅读态度的调查问卷。在实验班进行为期4个月的概念图阅读教学实验后,分析实验班和控制班的两次测...
【文章页数】：68 页
【学位级别】：硕士
【文章目录】：
ABSTRACT
摘要
Chapter 1 Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Organization of the Thesis
Chapter2 Literature Review
2.1 Concept Map
2.1.1 The Definition of Concept Map
2.1.2 The Characteristics of Concept Map
2.1.3 Steps of Drawing a Concept Map
2.2 Research on English Reading Teaching
2.2.1 Definitions of Reading
2.2.2 Models of English Reading Teaching
2.3 Research on Application of Concept Map to English Reading Teaching
2.3.1 Current Research of Concept Map to English Reading Teaching abroad
2.3.2 Current Research of Concept Map to English Reading Teaching at home
Chapter3 Theoretical Framework
3.1 Ausubel's Meaningful Learning
3.2 Piaget's Constructive Learning Theory
3.3 Knowledge Visualization Theory
3.4 Summary
Chapter4 Research Design
4.1 Research Questions
4.2 Research Participants
4.3 Research Instruments
4.3.1 Reading Tests
4.3.2 Questionnaire
4.4 Research Procedures
4.4.1 Pre-test and Pre-questionnaire
4.4.2 Teaching Implementation in Experimental Class
4.4.3 Teaching Implementation in Control Class
4.4.4 Post-test and Post-questionnaire
4.5 Data Collection and Analysis
Chapter5 Results and Discussion
5.1 Results and Discussion of Reading Comprehension
5.1.1 Data Analysis of the Pre-test
5.1.2 Data Analysis of Independent Samples T-test of the Post-test
5.1.3 Data Analysis of Paired Samples Test of the Control Class
5.1.4 Data Analysis of Paired Samples Test of the Experiment Class
5.2 Results and Discussion of Reading Attitude
Chapter6 Conclusion
6.1 Major Findings
6.2 Implications
6.3 Limitations
6.4.Suggestions for the Further Studies
REFERENCES
Appendix Ⅰ Souce of the Pre-and Post Tests
Appendix Ⅱ Questionnaire
Appendix Ⅲ A Concept Map was Drawn by a Student in Reading Class
Appendix Ⅳ A Concept Map was Drawn by a Student in Reading Class
ACKNOWLEDGEMENTS
个人简历、在学期间发表的学术论文及研究成果
【参考文献】：
期刊论文
[1]思维可视化在高中英语阅读教学中的运用研究[J]. 胡素英. 校园英语. 2021(06)
[2]概念图在初中英语读写课教学中的支架作用解析[J]. 王贡婷. 校园英语. 2020(36)
[3]浅析概念图在初中英语阅读教学中的应用[J]. 欧阳普全. 英语教师. 2020(10)
[4]概念图在高中英语阅读教学中的应用初探[J]. 孙小松. 校园英语. 2020(17)
[5]论思维可视化工具教学应用的原则和着力点[J]. 赵国庆,杨宣洋,熊雅雯. 电化教育研究. 2019(09)
[6]概念图在英语阅读教学中的应用策略[J]. 王玉莹. 现代交际. 2019(15)
[7]试论概念图在高中英语阅读教学中的运用[J]. 柳静琼. 课程教育研究. 2018(39)
[8]核心素养背景下英语阅读教学:问题、原则、目标与路径[J]. 王蔷. 英语学习. 2017(02)
[9]概念图评价在学习者英语阅读能力中的应用研究[J]. 刘长凤,张湘. 中国电化教育. 2014(09)
[10]基于概念图的可视化交互在英语阅读教学中的应用研究[J]. 张湘. 中国电化教育. 2013(03)
本文编号：3707465
【文章页数】：68 页
【学位级别】：硕士
【文章目录】：
ABSTRACT
摘要
Chapter 1 Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Organization of the Thesis
Chapter2 Literature Review
2.1 Concept Map
2.1.1 The Definition of Concept Map
2.1.2 The Characteristics of Concept Map
2.1.3 Steps of Drawing a Concept Map
2.2 Research on English Reading Teaching
2.2.1 Definitions of Reading
2.2.2 Models of English Reading Teaching
2.3 Research on Application of Concept Map to English Reading Teaching
2.3.1 Current Research of Concept Map to English Reading Teaching abroad
2.3.2 Current Research of Concept Map to English Reading Teaching at home
Chapter3 Theoretical Framework
3.1 Ausubel's Meaningful Learning
3.2 Piaget's Constructive Learning Theory
3.3 Knowledge Visualization Theory
3.4 Summary
Chapter4 Research Design
4.1 Research Questions
4.2 Research Participants
4.3 Research Instruments
4.3.1 Reading Tests
4.3.2 Questionnaire
4.4 Research Procedures
4.4.1 Pre-test and Pre-questionnaire
4.4.2 Teaching Implementation in Experimental Class
4.4.3 Teaching Implementation in Control Class
4.4.4 Post-test and Post-questionnaire
4.5 Data Collection and Analysis
Chapter5 Results and Discussion
5.1 Results and Discussion of Reading Comprehension
5.1.1 Data Analysis of the Pre-test
5.1.2 Data Analysis of Independent Samples T-test of the Post-test
5.1.3 Data Analysis of Paired Samples Test of the Control Class
5.1.4 Data Analysis of Paired Samples Test of the Experiment Class
5.2 Results and Discussion of Reading Attitude
Chapter6 Conclusion
6.1 Major Findings
6.2 Implications
6.3 Limitations
6.4.Suggestions for the Further Studies
REFERENCES
Appendix Ⅰ Souce of the Pre-and Post Tests
Appendix Ⅱ Questionnaire
Appendix Ⅲ A Concept Map was Drawn by a Student in Reading Class
Appendix Ⅳ A Concept Map was Drawn by a Student in Reading Class
ACKNOWLEDGEMENTS
个人简历、在学期间发表的学术论文及研究成果
【参考文献】：
期刊论文
[1]思维可视化在高中英语阅读教学中的运用研究[J]. 胡素英. 校园英语. 2021(06)
[2]概念图在初中英语读写课教学中的支架作用解析[J]. 王贡婷. 校园英语. 2020(36)
[3]浅析概念图在初中英语阅读教学中的应用[J]. 欧阳普全. 英语教师. 2020(10)
[4]概念图在高中英语阅读教学中的应用初探[J]. 孙小松. 校园英语. 2020(17)
[5]论思维可视化工具教学应用的原则和着力点[J]. 赵国庆,杨宣洋,熊雅雯. 电化教育研究. 2019(09)
[6]概念图在英语阅读教学中的应用策略[J]. 王玉莹. 现代交际. 2019(15)
[7]试论概念图在高中英语阅读教学中的运用[J]. 柳静琼. 课程教育研究. 2018(39)
[8]核心素养背景下英语阅读教学:问题、原则、目标与路径[J]. 王蔷. 英语学习. 2017(02)
[9]概念图评价在学习者英语阅读能力中的应用研究[J]. 刘长凤,张湘. 中国电化教育. 2014(09)
[10]基于概念图的可视化交互在英语阅读教学中的应用研究[J]. 张湘. 中国电化教育. 2013(03)
本文编号：3707465
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