图式理论在小学英语阅读教学中的应用研究

发布时间：2021-04-19 02:14

　　随着国际间的交流合作日益增强,英语的作用也日益凸显。在听、说、读、写四种英语技能中,阅读尤为重要。有效的英语阅读教学方式的重要性也显而易见。但是,目前许多小学的英语阅读教学状况却不尽如人意。因此,寻求有效的英语阅读教学方法提高学生的英语阅读成绩和阅读兴趣是非常必要的。图式理论作为认知心理学的重要内容,其在阅读中的作用受到越来越多的研究者的关注。但以往的研究多集中于图式理论在大学以及高中英语阅读教学中的应用,对图式理论在小学英语阅读教学的研究却很少。本文在以往研究的基础上,将研究图式理论在小学英语阅读教学中的应用,以提高小学生的英语水平和阅读兴趣。具体研究以下两个问题:1.在图式理论指导下的英语阅读教学能否提高学生的英语阅读成绩?2.在图式理论指导下的英语阅读教学对学生的英语阅读兴趣有何影响?笔者选取的研究对象是山东省济南市莱芜区花园学校小学五年级两个平行班的学生,一个班为实验班,另外一个班为控制班。在实验班采用图式理论指导下的阅读策略进行教学,在控制班则使用常规的阅读教学方法。经过为期四个月的实验,通过对实验班和控制班前后测成绩、前后测问卷调查的数据分析,以及对实验班学生的随机访谈,发... 

【文章来源】：山东师范大学山东省

【文章页数】：82 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Structure of the Research
Chapter Two Literature Review
    2.1 Schema Theory
        2.1.1 Definition of Schema
        2.1.2 Classification of Schema
    2.2 Reading Theory
        2.2.1 Definition of Reading
        2.2.2 Three Different Reading Patterns
    2.3 Research on Schema Theory and English Reading Teaching
        2.3.1 Research on Schema Theory at Home and Abroad
        2.3.2 Research on Application of Schema Theory in English ReadingTeaching at Home and Abroad
        2.3.3 Evaluation of Domestic and Foreign Research
    2.4 Theoretical Basis of Schema Theory and English Reading Teaching
        2.4.1 Constructivism
        2.4.2 Vygosky's Theory of Cognitive Psychology
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Tests
        3.3.2 Questionnaires
        3.3.3 Interviews
    3.4 Research Procedures
        3.4.1 Preparation Stage
        3.4.2 Implementation Stage
        3.4.3 Summarization Stage
    3.5 Teaching Experiment Case
    3.6 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Results and Analysis of Pre-test and Post-test
        4.1.1 Results and Analysis of Pre-test
        4.1.2 Results and Analysis of Post-test
        4.1.3 Contrastive Analysis of Pre-test and Post-test
    4.2 Results and Analysis of Pre-questionnaire and Post-questionnaire
        4.2.1 Results and Analysis of Pre-questionnaire
        4.2.2 Results and Analysis of Post-questionnaire
        4.2.3 Contrastive Analysis of Pre-questionnaire and Post-questionnaire
    4.3 Results and Analysis of Interviews
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Enlightenment to Teaching
    5.3 Value and Limitations of the Research
Bibliography
Appendices
    Appendix 1
    Appendix 2
    Appendix 3
    Appendix 4
    Appendix 5
Acknowledgements



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