从PIRLS项目看绘本对小学生英语阅读素养的作用
发布时间：2018-12-28 15:20
【摘要】：国际阅读能力发展研究(简称PIRLS)自2001年起开展了对各国四年级学生阅读素养(阅读能力,阅读态度和习惯)的评估。本文通过英语绘本阅读教学以及课外英语绘本阅读,探讨了从PIRLS看绘本对小学生英语阅读素养的作用:它是否适用于以英语为外语的小学生;能否提高学生阅读理解能力;能否培养学生对课外英语阅读的喜爱和良好的阅读习惯。本研究主要采用文献分析,问卷调查,实验研究等方法,教学实验持续了两个月。笔者选取了大学同学所任教的潞城小学的105名学生为研究对象,并以班级为单位分为实验班和对照班。在研究过程中,作者在实验班进行绘本阅读教学,控制班进行基于绘本故事的纯文本教学。同时,在课外阅读中给实验班提供网络绘本阅读资源。笔者根据具体的研究问题进行教学实验后,通过前期和后期的测试,实验前和实验后的学生问卷等形式收集数据,并运用SPSS16.0数据统计软件和Excel图表对数据进行了分析,得到以下结论:1.为母语是英语的学生编写的绘本同样适用于我国小学的英语阅读教学。在阅读过程中,绘本可以帮助学生提高阅读理解力,有效理解和记忆单词,但研究发现不同英语能力的学生,其阅读能力的提高也存在差异。2.在课外阅读中为学生提供贴近学生生活的英语绘本有利于提高学生的阅读量,培养学生积极的阅读态度和主动阅读的习惯。作者根据实验结论提出了相应的教学建议,建议如下:1.选择适合小学生的英语绘本要考虑绘本的主题和情节、语言、插图和配套资源等因素,同时要与教学目标,学生的语言水平、认知特点相符合。2.根据阅读教学的三段式教学法,以英语绘本为阅读材料,在阅读前,阅读中,阅读后,根据故事内容设计不同活动以帮助学生理解故事,培养相关阅读技能。3.根据多元智能理论,在准备期,核心智能期,内在智能期和外延智能期模式中,绘本阅读教学设计相应的活动,培养学生的多元智能。
[Abstract]:Since 2001, the International study on Reading ability Development (PIRLS) has evaluated the reading literacy (reading ability, reading attitude and habit) of the fourth graders in various countries. Through the teaching of English picture book reading and the reading of English picture book after class, this paper discusses the effect of reading picture book from PIRLS on the reading literacy of primary school students: whether it is suitable for the pupils who use English as a foreign language, whether it can improve the students' reading comprehension ability, and whether it can improve the students' reading comprehension ability. Can we cultivate students' love of reading after class and good reading habits? This research mainly uses the literature analysis, the questionnaire survey, the experimental research and so on, the teaching experiment has lasted two months. The author selected 105 students from Lucheng Primary School, where the college students were teaching, and divided them into experimental class and control class. In the course of the research, the author carries on the picture book reading teaching in the experimental class and the pure text teaching based on the picture book story in the control class. At the same time, in the extracurricular reading to the experimental class to provide online picture book reading resources. The author carries on the teaching experiment according to the concrete research question, collects the data through the early and late stage test, the pre-experiment and post-experiment student questionnaire, and analyzes the data by using the SPSS16.0 data statistic software and the Excel chart. The conclusions are as follows: 1. Picture books for native English learners are also applicable to English reading teaching in primary schools. In the process of reading, picture books can help students improve their reading comprehension, understand and memorize words effectively. However, the study found that there are differences in the improvement of reading ability among students with different English abilities. To provide English picture books close to students' life in extracurricular reading is helpful to improve students' reading quantity and cultivate students' positive reading attitude and habit of active reading. According to the experimental conclusions, the author puts forward the corresponding teaching suggestions, which are as follows: 1. The choice of English picture book for primary school students should take into account the theme and plot, language, illustrations and supporting resources of picture book. At the same time, it should be consistent with the teaching goal, students' language level and cognitive characteristics. 2. According to the three-paragraph teaching method of reading teaching, the English picture book is used as reading material. Before, during and after reading, different activities are designed according to the content of the story to help students understand the story and train the relevant reading skills. 3. According to the theory of multiple intelligences, in the preparation period, the core intelligence period, the internal intelligence period and the extension intelligence period mode, the picture book reading teaching design corresponding activity, trains the student multiple intelligences.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31
[Abstract]:Since 2001, the International study on Reading ability Development (PIRLS) has evaluated the reading literacy (reading ability, reading attitude and habit) of the fourth graders in various countries. Through the teaching of English picture book reading and the reading of English picture book after class, this paper discusses the effect of reading picture book from PIRLS on the reading literacy of primary school students: whether it is suitable for the pupils who use English as a foreign language, whether it can improve the students' reading comprehension ability, and whether it can improve the students' reading comprehension ability. Can we cultivate students' love of reading after class and good reading habits? This research mainly uses the literature analysis, the questionnaire survey, the experimental research and so on, the teaching experiment has lasted two months. The author selected 105 students from Lucheng Primary School, where the college students were teaching, and divided them into experimental class and control class. In the course of the research, the author carries on the picture book reading teaching in the experimental class and the pure text teaching based on the picture book story in the control class. At the same time, in the extracurricular reading to the experimental class to provide online picture book reading resources. The author carries on the teaching experiment according to the concrete research question, collects the data through the early and late stage test, the pre-experiment and post-experiment student questionnaire, and analyzes the data by using the SPSS16.0 data statistic software and the Excel chart. The conclusions are as follows: 1. Picture books for native English learners are also applicable to English reading teaching in primary schools. In the process of reading, picture books can help students improve their reading comprehension, understand and memorize words effectively. However, the study found that there are differences in the improvement of reading ability among students with different English abilities. To provide English picture books close to students' life in extracurricular reading is helpful to improve students' reading quantity and cultivate students' positive reading attitude and habit of active reading. According to the experimental conclusions, the author puts forward the corresponding teaching suggestions, which are as follows: 1. The choice of English picture book for primary school students should take into account the theme and plot, language, illustrations and supporting resources of picture book. At the same time, it should be consistent with the teaching goal, students' language level and cognitive characteristics. 2. According to the three-paragraph teaching method of reading teaching, the English picture book is used as reading material. Before, during and after reading, different activities are designed according to the content of the story to help students understand the story and train the relevant reading skills. 3. According to the theory of multiple intelligences, in the preparation period, the core intelligence period, the internal intelligence period and the extension intelligence period mode, the picture book reading teaching design corresponding activity, trains the student multiple intelligences.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.31
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