THRASS系统拼读教学项目对小学生英语学习的影响

发布时间：2018-01-17 13:29

本文关键词：THRASS系统拼读教学项目对小学生英语学习的影响　出处：《杭州师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：自然拼读法教授儿童解码英语该语言中“音-形”关系,通过掌握“音-形”关系对于解码陌生单词尤其有效。自然拼读法在英语教育中是一个非常重要的研究领域,因为它对儿童英语阅读和拼写能力的发展起到重要的作用。从上世纪六十年代起,自然拼读教学法就引起来自英语国家的研究者的密切关注。在中国,英语教师及英语教育家也开始重视拼读教学法在小学的应用。系统的拼读教学项目可以有效促进学生的自然拼读学习过程,这些拼读教学项目通过明确且循序渐进的教学引导学生运用拼读规则进行阅读、书写以及拼写。因此,本研究的目的是探索THRASS作为系统拼读教学项目之一在小学英语课堂实施的可行性,并将其与常规拼读教学项目进行对比,探究其对学生语音意识和读写能力的作用。该论文采取实证性研究,72名来自两个不同的班级四年级小学生参与此实验,他们被分为两组:实验组和对照组。实验组实施THRASS拼读教学项目,与此同时对照组则采取常规拼读教学。教学由两位教师分别采用班级教学模式,实验为期接近两个学期。数据通过多种工具收集,即前测,即时后测,延后后测和访谈。数据分析采用SPSS19.0。通过数据分析,本文得出以下结论:经过实验干预,实验组在语音意识和读写技能上明显提高,且他们表现明显优于对照组。此外,在两个月之后的延迟后测中,试实验组取得的成绩依然显著高于对照组。最后,本研究初步证明THRASS作为系统完备的拼读教学项目适用于EFL少年学习者,相比常规拼读教学,其对学生帮助更大,另外发现实验组学生的学习兴趣和自信心增强更多。研究者建议教师能够选择以显性教学模式为基础且系统设计的拼读项目作为日常拼读教学的工具,借此鼓励教师努力丰富英语课程资源。研究者认为,THRASS拼读教学项目可以作为英语基础课程的一个增补教学资源,其有效实施,可对贯彻有效教学作出一定的贡献。同时,研究者也为其他教师的进一步深入研究提出了一些建议,比如,基于广泛的英语课程背景下,针对不同的拼读教学项目进行对比研究,这样可以帮助广大教师在选择拼读项目进行语音和早期读写技能教学时作出更好的教学决策。
[Abstract]:Natural spelling teaches children to decode "phonetic" relationships in the language. It is especially effective to decode unfamiliar words by mastering the "phonetic" relationship. Natural spelling is a very important research field in English education. Since -40s, the natural spelling teaching method has attracted the close attention of researchers from English-speaking countries. In China, it has played an important role in the development of children's English reading and spelling ability. English teachers and English educators have also begun to attach importance to the application of spelling teaching in primary schools. Systematic spelling teaching programs can effectively promote students' natural spelling learning process. These spelling programs guide students to read, write, and spell using spelling rules through clear and progressive instruction. The purpose of this study is to explore the feasibility of THRASS as a systematic spelling teaching project in primary school English classroom and compare it with the routine spelling teaching project. To explore its effects on students' phonological awareness and reading and writing ability, this paper adopts an empirical study of 72 students from two different classes of Grade 4 pupils to participate in the experiment. They were divided into two groups: the experimental group and the control group. The experimental group implemented the THRASS spelling teaching project, while the control group adopted the routine spelling teaching. The experiment lasted for nearly two semesters. The data were collected by a variety of tools, namely pre-test, immediate post-test, delayed test and interview. The data analysis was done by SPSS 19.0. This paper draws the following conclusions: after experimental intervention, the experimental group significantly improved their phonological awareness and reading and writing skills, and their performance was significantly better than that of the control group. In addition, in the delayed posttest two months later. The results of the experimental group are still significantly higher than that of the control group. Finally, this study preliminarily proves that THRASS, as a systematic and complete spelling teaching program, is suitable for EFL juvenile learners, compared with the conventional spelling teaching. It is more helpful to students. In addition, it is found that the students in the experimental group have more interest in learning and more self-confidence. The researchers suggest that teachers should be able to choose a systematic spelling project based on the dominant teaching model as a tool for daily spelling teaching. In order to encourage teachers to enrich English curriculum resources, researchers believe that the THRASS spelling teaching project can be used as an additional teaching resource for the basic English curriculum, and its effective implementation. At the same time, the researchers also put forward some suggestions for the further study of other teachers, for example, in the context of a wide range of English courses. A comparative study of different spelling teaching items can help teachers make better teaching decisions when they choose spelling items to teach pronunciation and early reading and writing skills.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31

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