思维导图在初中英语阅读教学中应用的实证研究

发布时间：2018-01-04 21:33

本文关键词：思维导图在初中英语阅读教学中应用的实证研究　出处：《西北师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：阅读是学生语言输入的主要途径之一，阅读教学也是初中英语教学的重要组成部分。义务教育英语课程标准（2011年版）也强调了英语阅读能力培养的重要性，但目前的英语阅读教学现状仍然不令人满意。学生阅读过程中只顾细节不顾整体，找不出主要观点，梳理不清段落的逻辑关系的问题很普遍。这些问题制约着学生阅读能力的提升，甚至挫伤了阅读的积极性。在提倡以学生为中心的课堂教学情况下，教师应该探究如何指导学生进行有效地阅读并帮助他们积极地参与到教学活动中。而东尼·博赞在20世纪60年代提出的思维导图是放射性思维的表达，是用来组织和表征知识的工具。思维导图通常将某一主题置于中央位置，主题的主干作为分支向四周放射。分支由一个关键的图形或写在产生联想的线条上面的关键词构成，次级话题也以分支的形式表现出来，附在较高层次的分支上。各分支形成一个连接的节点结构并且末端开放。思维导图作为一种可视化的教学和学习工具，能使信息表征重点突出、条理清楚、层次分明。基于前人对思维导图在教学中的应用研究，本文从初中英语阅读实际出发，采用了定量和定性相结合的方法，对思维导图在初中英语阅读教学中的应用进行了实证研究。本研究的被试是初中九年级的两个平行班，且控制班和实验班也是随机分配的。在控制班，采用传统的语法翻译法进行阅读教学；而在实验班，教师采用思维导图辅助阅读教学。此次实验为期七周，通过前测、后测和问卷收集数据并用SPSS16.0进行了统计与分析。同时，在实验后也对实验班的部分学生做了一个访谈，以期更有力地支持所得结论。研究结果如下：1）利用思维导图进行阅读教学更有利于教师有效地呈现教学内容从而有助于提高学生的阅读理解能力；2）思维导图进行阅读教学有助于学生对阅读材料的整体理解和信息保持；3）思维导图教学在一定程度上能提高学生的英语阅读兴趣，，对学生的阅读认知策略也有积极影响。然而，由于实验时间、作者能力、样本数的局限性以及思维导图绘制的耗时性，本研究难免存在一些不足之处，研究设计和数据分析等也仅局限于作者所在学校。因此，该实验的分析结果不一定适用于所有初中生。鉴于此，作者对以后的相关研究提出了几点个人建议。尽管有一些不足之处，但本研究还是有一定的实际意义。
[Abstract]:Reading is one of the main ways for students to input language. Reading teaching is also an important part of junior high school English teaching. The compulsory English Curriculum Standard (2011 edition) also emphasizes the importance of English reading ability training. However, the present situation of English reading teaching is still not satisfactory. In the process of reading, students pay attention to details and ignore the whole, so they can not find out the main point of view. It is very common to sort out the logical relationship of paragraphs. These problems restrict the improvement of students' reading ability and even dampen the enthusiasm of reading. In the case of advocating student-centered classroom teaching. Teachers should explore how to teach students how to read effectively and help them participate actively in teaching activities. And Donnie Bezan's mind Map, presented in 1960s, is an expression of radioactive thinking. It is a tool used to organize and represent knowledge. A mind map usually places a subject at the center. The trunk of the subject radiates as a branch. The branch consists of a key figure or key word written on the line that makes the association. The secondary topic is also shown in the form of a branch. Each branch forms a connected node structure and the end is open. As a visual teaching and learning tool, the mind map can make the information representation focus and clear. Based on the previous research on the application of thinking map in teaching, this paper starts from the practice of reading in junior high school, and adopts the method of combining quantitative and qualitative. This paper makes an empirical study on the application of thinking map in English reading teaching in junior high school. The subjects in this study are two parallel classes in the ninth grade of junior high school, and the control class and the experimental class are assigned randomly. In the control class, the traditional grammar translation method is used for reading teaching; In the experimental class, the teachers used thinking map to assist the teaching of reading. The experiment lasted seven weeks. The data were collected by pre-test, post-test and questionnaire and analyzed by SPSS16.0. At the same time. After the experiment, part of the students in the experimental class were interviewed. The results of the study are as follows: 1) the use of thinking map in reading teaching is more helpful for teachers to present teaching content effectively and thus to improve students' reading comprehension ability; 2) thinking map can help students to understand the whole reading material and keep the information; 3) thinking map teaching can improve students' reading interest to a certain extent, and has a positive effect on students' reading cognitive strategies. However, due to the experimental time, the author's ability, the limitation of sample number and the time-consuming of thinking mapping, there are some shortcomings in this study. Research design and data analysis are also limited to the author's school. Therefore, the results of this study may not be applicable to all junior high school students. The author puts forward some personal suggestions for the related research in the future. Although there are some shortcomings, this study still has some practical significance.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G633.41

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