应用思维导图对高中生英语阅读元理解监测能力的影响
发布时间：2021-04-10 03:38
阅读元理解指读者对自己阅读过程的监测与调控。精确的监测能产生有效的调控,有效的调控有助于阅读水平的提高。然而,元理解的相关研究发现,读者的元理解监测精确性相当低,阻碍读者的阅读水平发展。因此,该领域的学者就如何提高读者的元理解监测能力进行多方探讨,如探究能够提高读者元理解监测能力的有效方法。但是,国内有关元理解研究大多基于母语阅读,少量的外语阅读元理解研究也以大学生为研究对象。即,关于我国中学生英语阅读元理解监测能力现状的研究以及如何提高中学生英语阅读元理解监测能力的研究相当有限。此外,思维导图的重要性在中学英语学习中不可忽略,但其对中学生英语阅读元理解监测能力的影响究竟如何,值得深入探讨。本研究以高一两个班的122名学生为研究对象,通过为期13周的教学实验和半结构化访谈,探索应用思维导图对高中生英语阅读元理解监测能力的影响。具体探讨问题如下:1.高中生英语阅读元理解监测能力现状如何?2.应用思维导图对高中生英语阅读元理解监测能力的影响如何?并进一步回答（1）其影响在不同类型标准化测试问题中是否有差异?有何差异?（2）其影响是否存在性别差异?研究结果表明,1.当前高中生英语阅读元理解监...
【文章来源】：西南大学重庆市 211工程院校 教育部直属院校
【文章页数】：93 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Significance of the Research
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Key Concepts Definition
2.1.1 Metacomprehension and Metacomprehension Monitoring
2.1.2 Mind Mapping
2.1.3 Memory-based Questions and Comprehension-based Questions
2.2 The Introduction of Mind Map
2.2.1 The Features of Mind Map
2.2.2 The Process of Mind Map Drawing in Reading
2.2.3 The Researches on Mind Map
2.3 The Measurement Methods of Metacomprehension Monitoring Accuracy
2.3.1 Absolute Accuracy
2.3.2 Relative Accuracy
2.4 Previous Studies on Metacomprehension Monitoring
2.4.1 The Level of Readers’Metacomprehension Monitoring Ability
2.4.2 The Developing Features of Metacomprehension Monitoring Ability
2.4.3 Gender Difference in Metacomprehension Monitoring Ability
2.4.4 Factors Influencing Metacomprehension Monitoring Ability
2.4.5 Ways to Boost Metacomprehension Monitoring Ability
2.4.6 Metacomprehension Monitoring Ability in English Reading
2.5 Summary
Chapter Three Theoretical Basis
3.1 Situation Model Theory
3.2 Transfer-appropriate Monitoring Hypothesis
3.3 Cue-utilization Model
3.4 Accessibility Hypothesis
Chapter Four Research Methodology
4.1 Research Questions
4.2 Participants
4.3 Research Methods
4.3.1 Experiment
4.3.2 Semi-structured Interview
4.4 Research Procedure
4.5 Data Collection and Analysis
Chapter Five Results and Discussion
5.1 The Participants’Current Metacomprehension Monitoring Ability
5.1.1 The Overall Metacomprehension Monitoring Ability
5.1.2 The Metacomprehension Monitoring Ability in Different Types ofStandardized Test Questions
5.1.3 The Gender Difference in Metacomprehension Monitoring Ability
5.2 The Influence of Mind Mapping on Participants’MetacomprehensionMonitoring Ability
5.2.1 The Influence of Mind Mapping on Participants’OverallMetacomprehension Monitoring Ability
5.2.2 The Influence of Mind Mapping on Participants’MetacomprehensionMonitoring Ability in Different Types of Standardized Test Questions
5.2.3 The Gender Difference in the Influence of Mind Mapping onParticipants’Metacomprehension Monitoring Ability
Chapter Six Conclusions and Implications
6.1 Major Findings
6.2 Implications
6.3 Limitations
6.4 Suggestions for Future Studies
References
Appendix Ⅰ Sample Reading Texts
Appendix Ⅱ Sample Standardized Test Questions
Appendix Ⅲ The Semi-structured Interview Protocol
Appendix Ⅳ The Comprehension Evaluation Form
Appendix Ⅴ The Courseware of Mind Map Introduction
Appendix Ⅵ Teaching Plans of the Reading Lessons
Appendix Ⅶ Students’Mind Maps
本文编号：3128885
【文章来源】：西南大学重庆市 211工程院校 教育部直属院校
【文章页数】：93 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
1.1 Research Background
1.2 Significance of the Research
1.3 Structure of the Thesis
Chapter Two Literature Review
2.1 Key Concepts Definition
2.1.1 Metacomprehension and Metacomprehension Monitoring
2.1.2 Mind Mapping
2.1.3 Memory-based Questions and Comprehension-based Questions
2.2 The Introduction of Mind Map
2.2.1 The Features of Mind Map
2.2.2 The Process of Mind Map Drawing in Reading
2.2.3 The Researches on Mind Map
2.3 The Measurement Methods of Metacomprehension Monitoring Accuracy
2.3.1 Absolute Accuracy
2.3.2 Relative Accuracy
2.4 Previous Studies on Metacomprehension Monitoring
2.4.1 The Level of Readers’Metacomprehension Monitoring Ability
2.4.2 The Developing Features of Metacomprehension Monitoring Ability
2.4.3 Gender Difference in Metacomprehension Monitoring Ability
2.4.4 Factors Influencing Metacomprehension Monitoring Ability
2.4.5 Ways to Boost Metacomprehension Monitoring Ability
2.4.6 Metacomprehension Monitoring Ability in English Reading
2.5 Summary
Chapter Three Theoretical Basis
3.1 Situation Model Theory
3.2 Transfer-appropriate Monitoring Hypothesis
3.3 Cue-utilization Model
3.4 Accessibility Hypothesis
Chapter Four Research Methodology
4.1 Research Questions
4.2 Participants
4.3 Research Methods
4.3.1 Experiment
4.3.2 Semi-structured Interview
4.4 Research Procedure
4.5 Data Collection and Analysis
Chapter Five Results and Discussion
5.1 The Participants’Current Metacomprehension Monitoring Ability
5.1.1 The Overall Metacomprehension Monitoring Ability
5.1.2 The Metacomprehension Monitoring Ability in Different Types ofStandardized Test Questions
5.1.3 The Gender Difference in Metacomprehension Monitoring Ability
5.2 The Influence of Mind Mapping on Participants’MetacomprehensionMonitoring Ability
5.2.1 The Influence of Mind Mapping on Participants’OverallMetacomprehension Monitoring Ability
5.2.2 The Influence of Mind Mapping on Participants’MetacomprehensionMonitoring Ability in Different Types of Standardized Test Questions
5.2.3 The Gender Difference in the Influence of Mind Mapping onParticipants’Metacomprehension Monitoring Ability
Chapter Six Conclusions and Implications
6.1 Major Findings
6.2 Implications
6.3 Limitations
6.4 Suggestions for Future Studies
References
Appendix Ⅰ Sample Reading Texts
Appendix Ⅱ Sample Standardized Test Questions
Appendix Ⅲ The Semi-structured Interview Protocol
Appendix Ⅳ The Comprehension Evaluation Form
Appendix Ⅴ The Courseware of Mind Map Introduction
Appendix Ⅵ Teaching Plans of the Reading Lessons
Appendix Ⅶ Students’Mind Maps
本文编号：3128885
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