模糊容忍度与高中生英语阅读理解能力的相关性研究

发布时间：2018-11-13 16:14

【摘要】：一直以来,阅读理解因为其在高考中所占的比重而倍受关注。为了提高学生的阅读理解能力,英语教师们在平时的教学中投入了大量的精力。然而,令人困惑的是相同的教学模式却常常导致不同的学习效果,这使得学者们不禁将目光投向了学生的认知方式。模糊容忍度,作为一个重要的影响认知的因素,引起了学者们广泛的兴趣,而模糊容忍度与英语阅读理解的关系也成为了研究的热点。本研究以国内外的一些学者关于模糊容忍度的理论为基础,以江西省赣州市南康区某中学高二四个班的205个学生为受试对象,用Ely的SLTAS调查问卷来检测受试对象的模糊容忍度,用专门设计的一套阅读理解试题来考查受试对象的阅读理解水平,并通过SPSS(17.0)软件对所收集的数据进行分析及描述,探讨了南康地区高中学生模糊容忍度现状,模糊容忍度与阅读理解成绩之间的关系以及各维度(如听、说、读等)的模糊容忍度是否存在差异。同时也试图探讨试题难度、性别的不同是否会对学生模糊容忍度及其阅读理解成绩之间的关系造成影响。通过研究,我们有如下发现:1、在英语学习过程中,高中生的模糊容忍度整体呈中等水平,但大多数学生的模糊容忍度相对较低。2、高中生在五个方面的模糊容忍度存在差异,从高到低依次排列为:口语,听力,语法,阅读和写作。3、高中生的模糊容忍度与其英语阅读成绩之间的相关性显著。4、试题难度确实对学生模糊容忍度及其英语阅读成绩之间的关系有影响,但并非题目越难,相关系数越高,而是呈现出复杂的情形。5、在本研究中,性别对英语阅读成绩和模糊容忍度之间的关系无显著影响。基于上述发现,笔者对高中英语教师如何组织阅读教学活动提出了一些建议。
[Abstract]:Reading comprehension has always attracted much attention because of its proportion in the college entrance examination. In order to improve students' reading comprehension ability, English teachers put a lot of energy into their normal teaching. However, it is puzzling that the same teaching mode often leads to different learning effects, which makes scholars look at the cognitive style of students. As an important factor affecting cognition, fuzzy tolerance has aroused wide interest among scholars, and the relationship between fuzzy tolerance and English reading comprehension has become a hot topic. Based on the theories of some scholars at home and abroad about fuzzy tolerance, 205 students from a middle school in Nankang District, Jiangxi Province, were taken as subjects. The fuzzy tolerance of the subjects was tested by Ely's SLTAS questionnaire. The reading comprehension level of the subjects was examined with a set of specially designed reading comprehension questions. The data collected was analyzed and described by SPSS (17.0) software, and the present situation of fuzzy tolerance of senior high school students in Nankang area was discussed. The relationship between fuzzy tolerance and reading comprehension achievement, and whether there are differences in fuzzy tolerance in different dimensions (such as listening, speaking, reading, etc.). At the same time, we try to explore the difficulty of the test questions, whether gender differences will affect the relationship between students' fuzzy tolerance and their reading comprehension scores. Through the research, we have the following findings: 1, in the process of English learning, the overall fuzzy tolerance of high school students is at a medium level, but the majority of students have a relatively low degree of fuzzy tolerance. There are differences in the fuzzy tolerance of senior high school students in five aspects, from high to low: oral, listening, grammar, reading and writing. 3. The correlation between fuzzy tolerance of senior high school students and their English reading scores is significant. 4. The difficulty of the test does influence the relationship between the students' fuzzy tolerance and their English reading performance. However, it is not that the more difficult the question is, the higher the correlation coefficient is, but the more complicated the situation is. Gender has no significant effect on English reading achievement and fuzzy tolerance. Based on the above findings, the author puts forward some suggestions on how to organize reading teaching activities.
【学位授予单位】：赣南师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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