基于有声思维理论的高考英语短文改错教学策略的研究

发布时间：2019-06-08 13:01

【摘要】：英语短文改错是高中英语教学不可忽视的一部分,其在高考总分中所占的比例不可忽视,《课程标准》也明确表明了这方面的态度。本文以有声思维研究法作为研究的基本手段,对福州高级中学的12位学生的短文改错受试过程进行录音,整理形成文字,再进行相关数据的统计和分析,发现他们在做题时可能存在的问题。本文在文献追溯的基础上,将相关理论及其研究成果与本人的教学实践相结合,通过对取得的教学实验数据的分析研究,揭示了学生在英语短文改错受试过程中所存在的问题并提出相应的教学建议。本文重点研究以下两个个问题：(1)不同水平的受试者在高考英语短文改错受试过程中存在着的异同点；(2)通过对有声思维的研究提出有利于解答高考英语短文改错的教学策略。通过研究发现,笔者发现英语综合能力较高的组别在解题过程中更侧重于语言知识的运用；中等能力的这一组则更多地在解题中使用了各种解题策略,以弥补语言知识的不足；而综合能力较差的组别在答题过程中更多地受到各种其他因素的干扰,例如记忆不佳,自信心不足,分心等。针对以上发现,本文提出了高中英语短文改错解题教学的指导策略。希望本项研究能够为以后更好地开展英语短文改错教学提供理论和实践依据。
[Abstract]:Correcting the mistakes of English essays is an important part of English teaching in senior high school, and its proportion in the total score of college entrance examination can not be ignored. The Curriculum Standard also clearly shows the attitude in this regard. In this paper, the audio thinking research method is used as the basic means of research, the error correction process of 12 students in Fuzhou senior middle school is recorded, the text is formed, and then the statistics and analysis of the relevant data are carried out. Find out the problems they may have when they do the problem. On the basis of literature traceability, this paper combines the relevant theories and their research results with my teaching practice, and through the analysis and research of the teaching experiment data obtained, This paper reveals the problems existing in the process of correcting errors in English essays and puts forward some corresponding teaching suggestions. This paper focuses on the following two problems: (1) the similarities and differences between the subjects at different levels in the process of correcting the errors in the English essays of the college entrance examination; (2) through the study of audio thinking, this paper puts forward some teaching strategies which are helpful to solve the mistakes of college entrance examination English essays. Through the study, the author finds that the group with higher comprehensive English ability pays more attention to the use of language knowledge in the process of problem solving, while the group with moderate ability uses more problem-solving strategies to make up for the lack of language knowledge. The group with poor comprehensive ability was more disturbed by a variety of other factors, such as poor memory, lack of self-confidence, distraction and so on. In view of the above findings, this paper puts forward the guiding strategy of correcting errors and solving problems in senior high school English essays. It is hoped that this study can provide theoretical and practical basis for better error correction teaching of English essays in the future.
【学位授予单位】：福建师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41

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