综合阅读教学策略对高中生信息类文本阅读能力的影响
发布时间：2020-11-09 12:41
综合的阅读教学策略即IIRS,是在课堂教学中将已有的阅读教学策略KWL与SQ3R相结合的一种新的阅读教学策略。本研究旨在探索IIRS阅读教学策略对高一学生信息类文本阅读理解能力的影响,对元认知策略使用的影响以及学生对IIRS阅读教学策略的态度。本研究持续了两个月,是在相关理论基础的指导下设计并展开的,提出了三个研究问题,即IIRS阅读教学策略会对十年级学生的信息类文本阅读能力产生什么影响,会对学生元认知策略的使用产生什么影响以及学生对于IIRS阅读教学策略的态度。实验中的60名受试是在河南省洛阳市一所私立国际学校学习英语的高一学生。这些高一学生在暑假的两个月参加了暑期班,以便为新学期的加拿大全英课程做好准备,本实验正是在这两个月内进行的。毫无疑问,这些学生会在新学期的课程,如数学、物理、生物、化学科目中遇到诸多挑战,因为这些课程的学习多以信息类文本的形式呈现,而且是全英授课。此外,授课方式有别于传统的教学模式。因此本实验依托真实的课堂教学情境,旨在探索IIRS阅读教学策略对学生在信息类文本阅读能力方面产生的影响,对学生元认知策略产生的影响以及学生对于IIRS阅读教学策略的态度。学生被随机分为实验组和控制组,两组使用相同的阅读材料。实验组接受IIRS阅读教学策略,即课前由学生独立完成KWRL表格,课上由教师进行阅读教学,控制组则接受传统的阅读教学策略,即教师在阅读前讲解生词,给学生布置阅读任务,然后检测学生对文本的理解。学生在实验前先完成背景调查问卷以确定受试具有相似的英语学习经历,然后进行前测,前测的目的在于获得学生对信息类文本阅读理解水平的原始数据,前测后把阅读策略问卷发放给实验组学生,同样的问卷在后测后会再次发给这些学生。实验结束时,对所有学生进行即时后测。此外,9名来自实验组的被采访者各自表达了对IIRS阅读教学策略的观点作为此策略的教学反馈。最后对从前后测、阅读策略问卷和访谈三种量具中收集到的数据进行了量化和质性地分析。研究结果表明,IIRS阅读教学策略提高了学生对信息类文本的阅读理解能力和元认知策略的使用频率,反过来,学生也表现出了对IIRS阅读教学策略的青睐。
【学位单位】：陕西师范大学
【学位级别】：硕士
【学位年份】：2018
【中图分类】：G633.41
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One INTRODUCTION
1.1 Background
1.1.1 The definition of informational text
1.1.2 The importance of informational text reading
1.1.3 Problems of informational text reading for high school students
1.2 Objectives of the Study
1.3 Significance of the Study
1.4 An Overview of the Study
Chapter Two LITERATURE REVIEW
2.1 Introduction to the KWL Strategy
2.1.1 The definition of the KWL strategy
2.1.2 The basic elements of the KWL strategy
2.1.3 Previous studies of the KWL strategy
2.2 Introduction to the SQ3R Strategy
2.2.1 The definition of the SQ3R strategy
2.2.2 The basic elements of the SQ3R strategy
2.2.3 Previous studies of the SQ3R strategy
2.3 Introduction to the IIRS
2.3.1 The definition and basic elements of the IIRS
2.3.2 Previous studies of the IIRS
2.4 Theoretical Foundation for the IIRS
2.4.1 Metacognition and the IIRS
2.4.2 Schema theory and the IIRS
2.4.3 Constructivism and the IIRS
2.5 Summary
Chapter Three RESEARCH DESIGN
3.1 Research Methodology
3.2 Research Questions
3.3 Participants
3.4 Instruments
3.4.1 Pretest and posttest
3.4.2 Questionnaire
3.4.3 Semi-structured interview
3.5 Research Procedure and Data Collection
3.6 The Teaching of Reading in TG and CG
3.6.1 Instructional Materials
3.6.2 IIRS in TG
3.6.3 Teaching in CG
Chapter Four RESULTS and DISCUSSIONS
4.1 Analysis of the Results
4.1.1 Effects of the IIRS on students' reading comprehension proficiency
4.1.2 Effects of the IIRS on students' use of metacognitive strategies
4.1.3 Students' attitudes towards the IIRS
4.2 Discussions
4.2.1 Reasons for improvement of reading comprehension proficiency
4.2.2 Reasons for improvement of metacognitive strategy use
4.2.3 Reasons for the positive attitudes towards the IIRS
Chapter Five CONCLUSION
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study
5.4 Suggestions for Future Studies
References
Appendices
Appendix A Pretest
Appendix B Posttest
Appendix C Background Questionnaire
Appendix D The Revised Survey of Reading Strategies
Appendix E Semi-structured Interview
攻读学位期间的科研成果
【参考文献】
本文编号：2876446
【学位单位】：陕西师范大学
【学位级别】：硕士
【学位年份】：2018
【中图分类】：G633.41
【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One INTRODUCTION
1.1 Background
1.1.1 The definition of informational text
1.1.2 The importance of informational text reading
1.1.3 Problems of informational text reading for high school students
1.2 Objectives of the Study
1.3 Significance of the Study
1.4 An Overview of the Study
Chapter Two LITERATURE REVIEW
2.1 Introduction to the KWL Strategy
2.1.1 The definition of the KWL strategy
2.1.2 The basic elements of the KWL strategy
2.1.3 Previous studies of the KWL strategy
2.2 Introduction to the SQ3R Strategy
2.2.1 The definition of the SQ3R strategy
2.2.2 The basic elements of the SQ3R strategy
2.2.3 Previous studies of the SQ3R strategy
2.3 Introduction to the IIRS
2.3.1 The definition and basic elements of the IIRS
2.3.2 Previous studies of the IIRS
2.4 Theoretical Foundation for the IIRS
2.4.1 Metacognition and the IIRS
2.4.2 Schema theory and the IIRS
2.4.3 Constructivism and the IIRS
2.5 Summary
Chapter Three RESEARCH DESIGN
3.1 Research Methodology
3.2 Research Questions
3.3 Participants
3.4 Instruments
3.4.1 Pretest and posttest
3.4.2 Questionnaire
3.4.3 Semi-structured interview
3.5 Research Procedure and Data Collection
3.6 The Teaching of Reading in TG and CG
3.6.1 Instructional Materials
3.6.2 IIRS in TG
3.6.3 Teaching in CG
Chapter Four RESULTS and DISCUSSIONS
4.1 Analysis of the Results
4.1.1 Effects of the IIRS on students' reading comprehension proficiency
4.1.2 Effects of the IIRS on students' use of metacognitive strategies
4.1.3 Students' attitudes towards the IIRS
4.2 Discussions
4.2.1 Reasons for improvement of reading comprehension proficiency
4.2.2 Reasons for improvement of metacognitive strategy use
4.2.3 Reasons for the positive attitudes towards the IIRS
Chapter Five CONCLUSION
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study
5.4 Suggestions for Future Studies
References
Appendices
Appendix A Pretest
Appendix B Posttest
Appendix C Background Questionnaire
Appendix D The Revised Survey of Reading Strategies
Appendix E Semi-structured Interview
攻读学位期间的科研成果
【参考文献】
相关期刊论文 前6条
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2 林远辉;;SQ3R模式下的高中英语阅读教学[J];英语教师;2009年01期
3 张伟;;SQ3R学习法探究与反思[J];教育革新;2006年03期
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