思维导图对提高初中生英语阅读能力的有效性研究
发布时间：2021-08-14 14:49
作为一种新型的思考方式,思维导图成功地实现了思维的可视化过程,旨在调动人类两个半脑,充分利用思考能力,跟随原始的思想去组织信息,它在教学方面表现出了独特的效用。在传统的英语阅读课堂上,因受语法翻译法的影响,一些老师更专注于教语法、词汇、句型等知识而忽略了学生对文章的理解,这一点偏离了阅读的本质。传统的教学方法使得学生对阅读失去兴趣,而思维导图的引入恰恰能激发学生的创造力,提高学生的学习动机。本文欲将思维导图引入英语阅读教学,并检验其在提高初中生阅读能力的有效性。作者主要以以下几个研究问题展开研究:1.思维导图在哪些方面提高了初中生英语阅读能力?2.教师和学生对待思维导图的态度分别是什么?3.教师和学生在使用思维导图时会遇到哪些问题以及教师如何在英语阅读课堂上更好的使用思维导图?在开展研究的初级阶段,一方面作者对思维导图和概念图进行了对比,更加具体地给出了思维导图的定义;另一方面作者阅读并整理了与之相关的国内外研究指出了已有研究的不足。作者在深圳市黄埔中学初二年级选取了两个平行班（共72名学生）开展了实验研究。这两个班级被划定为实验组和控制组。在对实验组学生教学中,教师将思维导图引入阅读...
【文章来源】：陕西师范大学陕西省 211工程院校 教育部直属院校
【文章页数】：69 页
【学位级别】：硕士
【文章目录】：
Acknowledgement
Abstract
摘要
Chapter Ⅰ Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Layout of the Thesis
Chapter Ⅱ Literature Review
2.1 Theoretical Views on Reading Comprehension
2.2 Mind Mapping and Concept Mapping
2.2.1 Definition of Mind Mapping and Concept Mapping
2.2.2 Differences between Mind Mapping and Concept Mapping
2.3 Relevant Researches Abroad and in China
2.3.1 Theoretical Researches on Mind Mapping
2.3.2 Mind Mapping Applied in English Teaching
2.3.3 Mind Mapping and English Reading Comprehension
2.3.4 Limitations of Previous Researches
Chapter Ⅲ Research Methodology
3.1 Research Questions
3.2 Research Methods
3.2.1 Interviews
3.2.2 Pre-test and Post-test
3.2.3 Questionnaires
3.3 Participants and Teaching Materials
3.4 Procedure
3.4.1 Preparation Phase
3.4.2 Implementation Phase—taking the example of "The Giant Panda"
3.4.3 The Post-implementation Phase 21Chapter Ⅳ Results and Discussion 244.1 Results and Discussion of Interview in the Preparation Phase
4.2 Results and Discussion of Pre-test and Post- test
4.3 Results and Discussion of Questionnaire
4.3.1 Students' Attitudes towards Mind Mapping
4.3.2 Efficiency of Mind Mapping in English Reading
4.3.3 Strategies Applied in Mind Mapping
4.4 Results and Discussion of Interview in the Post- implementation Phase
4.4.1 Teacher's Attitudes towards Mind Mapping
4.4.2 Problems of Applying Mind Mapping in Teaching
Chapter Ⅴ Conclusion
5.1 Major Findings of the Study
5.2 Limitations of the Study
5.3 Suggestions for Further Studies
References
Appendixes
Appendix A Questionnaire
Appendix B The Outline of Interview for Teachers:
Appendix C .Scores of Students
Appendix D Sample of Passages
攻读硕士学位期间发表的论文
【参考文献】：
期刊论文
[1]思维导图在本科生毕业论文写作中的运用[J]. 王燕. 教育理论与实践. 2012(12)
[2]运用思维导图优化小学作文教学的实践[J]. 邓敏杰,李占伟,张豪锋. 中国电化教育. 2012(03)
[3]思维导图在阅读活动中的应用探析[J]. 王翠萍,胡石,宋佳. 图书馆学研究. 2011(14)
[4]谈思维导图在词汇教学中的应用[J]. 毛海燕,单宏磊. 教育探索. 2008(11)
[5]概念图辅助英语词汇教学途径新探[J]. 马武林,高跃吉,武和平. 外语电化教学. 2008(02)
[6]“概念图”与“思维导图”辨析[J]. 赵国庆,陆志坚. 中国电化教育. 2004(08)
[7]图式理论与阅读理解[J]. 李红. 山东外语教学. 2003(01)
[8]语言习得神经机制性别差异对优化二语习得策略之启发——兼评托尼·巴赞的放射性思维导图原则[J]. 徐亮. 外语与外语教学. 2001(06)
[9]浅析思维导图教学法[J]. 王功玲. 黑龙江科技信息. 2000(04)
本文编号：3342664
【文章来源】：陕西师范大学陕西省 211工程院校 教育部直属院校
【文章页数】：69 页
【学位级别】：硕士
【文章目录】：
Acknowledgement
Abstract
摘要
Chapter Ⅰ Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Layout of the Thesis
Chapter Ⅱ Literature Review
2.1 Theoretical Views on Reading Comprehension
2.2 Mind Mapping and Concept Mapping
2.2.1 Definition of Mind Mapping and Concept Mapping
2.2.2 Differences between Mind Mapping and Concept Mapping
2.3 Relevant Researches Abroad and in China
2.3.1 Theoretical Researches on Mind Mapping
2.3.2 Mind Mapping Applied in English Teaching
2.3.3 Mind Mapping and English Reading Comprehension
2.3.4 Limitations of Previous Researches
Chapter Ⅲ Research Methodology
3.1 Research Questions
3.2 Research Methods
3.2.1 Interviews
3.2.2 Pre-test and Post-test
3.2.3 Questionnaires
3.3 Participants and Teaching Materials
3.4 Procedure
3.4.1 Preparation Phase
3.4.2 Implementation Phase—taking the example of "The Giant Panda"
3.4.3 The Post-implementation Phase 21Chapter Ⅳ Results and Discussion 244.1 Results and Discussion of Interview in the Preparation Phase
4.2 Results and Discussion of Pre-test and Post- test
4.3 Results and Discussion of Questionnaire
4.3.1 Students' Attitudes towards Mind Mapping
4.3.2 Efficiency of Mind Mapping in English Reading
4.3.3 Strategies Applied in Mind Mapping
4.4 Results and Discussion of Interview in the Post- implementation Phase
4.4.1 Teacher's Attitudes towards Mind Mapping
4.4.2 Problems of Applying Mind Mapping in Teaching
Chapter Ⅴ Conclusion
5.1 Major Findings of the Study
5.2 Limitations of the Study
5.3 Suggestions for Further Studies
References
Appendixes
Appendix A Questionnaire
Appendix B The Outline of Interview for Teachers:
Appendix C .Scores of Students
Appendix D Sample of Passages
攻读硕士学位期间发表的论文
【参考文献】：
期刊论文
[1]思维导图在本科生毕业论文写作中的运用[J]. 王燕. 教育理论与实践. 2012(12)
[2]运用思维导图优化小学作文教学的实践[J]. 邓敏杰,李占伟,张豪锋. 中国电化教育. 2012(03)
[3]思维导图在阅读活动中的应用探析[J]. 王翠萍,胡石,宋佳. 图书馆学研究. 2011(14)
[4]谈思维导图在词汇教学中的应用[J]. 毛海燕,单宏磊. 教育探索. 2008(11)
[5]概念图辅助英语词汇教学途径新探[J]. 马武林,高跃吉,武和平. 外语电化教学. 2008(02)
[6]“概念图”与“思维导图”辨析[J]. 赵国庆,陆志坚. 中国电化教育. 2004(08)
[7]图式理论与阅读理解[J]. 李红. 山东外语教学. 2003(01)
[8]语言习得神经机制性别差异对优化二语习得策略之启发——兼评托尼·巴赞的放射性思维导图原则[J]. 徐亮. 外语与外语教学. 2001(06)
[9]浅析思维导图教学法[J]. 王功玲. 黑龙江科技信息. 2000(04)
本文编号：3342664
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