持续默读对高中学生阅读态度、阅读理解和语言知识运用的影响
发布时间：2021-10-28 23:17
阅读的教学研究关注于怎样提高阅读策略和阅读技巧,而持续默读是让学生选择自己喜欢的阅读材料,不仅可以提高学生的阅读态度,而且可以提高学生的阅读策略和阅读技巧,包括阅读理解和语言知识的运用。因此本研究讨论了3个问题:（1）持续默读对高中生的阅读态度有什么样的影响?（2）持续默读对高中生的阅读理解有什么样的影响?（3）持续默读对高中生的语言知识的运用有什么样的影响?本实验选取秦安县第二中学高一5班和高一6班分别作为实验班和控制班,每个班分别有40名学生。在学生使用持续默读之前和之后,研究者使用Estes Reading Attitude Scale检测学生的阅读态度的变化,以及用前测和后测试卷检测阅读理解和语言知识的运用的变化。实验前,两个班的学生有同样英语水平。实验班使用持续默读,然而控制班的学生使用的是目前常用的阅读方法,也就是做课后阅读练习,包括阅读理解和语法练习,两个班有相同的阅读时间。通过使用SPSS 17.0来分析数据。通过数据分析得出如下结论:（1）持续默读可以提高学生的阅读态度。实验班学生在持续默读中得分越高,他们的阅读态度在后测中得分就越高。其中“我希望读很多的书”这项提高...
【文章来源】：西北师范大学甘肃省
【文章页数】：103 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Research
1.2 Significance of the Study
1.3 Purpose of the Study
Chapter Two Literature Review
2.1 Previous Research into the Sustained Silent Reading
2.1.1 The Research of the Sustained Silent Reading in the Abroad
2.1.2 The Research of the Sustained Silent Reading in the Home
2.2 Effects of the Sustained Silent Reading
2.2.1 Reading Attitude
2.2.2 Reading Comprehension
2.2.3 Language Knowledge Use
Chapter Three Theoretical Framework
3.1 Social Cognitive Theory
3.1.1 Observational Learning
3.1.2 Self-efficacy
3.2 Input Hypothesis Theory
Chapter Four Research Design
4.1 Research Questions
4.2 Participants
4.3 Instruments
4.3.1 Estes Reading Attitude Scale
4.3.2 Reading Tests
4.4 Research Procedures
4.4.1 The implementing of the Sustained Silent Reading Program in the Experimental Class
4.4.2 The Methods of Teaching in the Control class
Chapter Five Results and Discussion
5.1 The Effects of Sustained Silent Reading on Reading Attitude
5.1.1 Results of Reading Attitude’s Pretest and Post-test in the Control and Experimental Class
5.1.2 Discussion
5.2 The Effects of Sustained Silent Reading on Reading Comprehension
5.2.1 Results of Reading Comprehension’s Pretest and Post-test in the Control and ExperimentalClass
5.2.2 Discussion
5.3 The Effects of Sustained Silent Reading on Language Knowledge Use
5.3.1 Results of Language Knowledge Use’s Pretest and Post-test in the Control andExperimental Class
5.3.2 Discussion
Chapter Six Conclusions
6.1 Main Findings and Implications
6.2 Limitations and Suggestions
References
Appendix I Estes Reading Attitude Scale (pretest)
Appendix II Estes Reading Attitude Scale (post-test)
Appendix III The Paper of Pretest
Appendix IV The Paper of Post-test
Appendix V The Reading Chart
Appendix VI The Reading Log
Appendix VII The Rules of the Scores in the Sustained Silent Reading Program
Appendix VIII The Scores of the Estes Reading Attitude Scales
Appendix IX Students’ Reading Scores of Sustained Silent Reading
Appendix X The Total Scores of the Tests
Appendix XI Samples of Students’ Reading Log
Acknowledgements
【参考文献】：
期刊论文
[1]英语阅读教学新模式理论与实践——以持续默读促进学生自主阅读[J]. 罗少茜,张玉美. 基础教育研究. 2016(07)
[2]持续默读对高中生英语阅读能力的影响[J]. 李兴勇. 山东师范大学外国语学院学报(基础英语教育). 2012(03)
[3]语言教学中的儿童文学——从德国Hildesheim国际学术会议谈起[J]. 陈则航,罗少茜,王蔷. 中小学外语教学(小学篇). 2010(06)
[4]以情感教育促进英语教学[J]. 陈鸿琴. 重庆交通学院学报(社会科学版). 2004(01)
本文编号：3463501
【文章来源】：西北师范大学甘肃省
【文章页数】：103 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter One Introduction
1.1 Background of the Research
1.2 Significance of the Study
1.3 Purpose of the Study
Chapter Two Literature Review
2.1 Previous Research into the Sustained Silent Reading
2.1.1 The Research of the Sustained Silent Reading in the Abroad
2.1.2 The Research of the Sustained Silent Reading in the Home
2.2 Effects of the Sustained Silent Reading
2.2.1 Reading Attitude
2.2.2 Reading Comprehension
2.2.3 Language Knowledge Use
Chapter Three Theoretical Framework
3.1 Social Cognitive Theory
3.1.1 Observational Learning
3.1.2 Self-efficacy
3.2 Input Hypothesis Theory
Chapter Four Research Design
4.1 Research Questions
4.2 Participants
4.3 Instruments
4.3.1 Estes Reading Attitude Scale
4.3.2 Reading Tests
4.4 Research Procedures
4.4.1 The implementing of the Sustained Silent Reading Program in the Experimental Class
4.4.2 The Methods of Teaching in the Control class
Chapter Five Results and Discussion
5.1 The Effects of Sustained Silent Reading on Reading Attitude
5.1.1 Results of Reading Attitude’s Pretest and Post-test in the Control and Experimental Class
5.1.2 Discussion
5.2 The Effects of Sustained Silent Reading on Reading Comprehension
5.2.1 Results of Reading Comprehension’s Pretest and Post-test in the Control and ExperimentalClass
5.2.2 Discussion
5.3 The Effects of Sustained Silent Reading on Language Knowledge Use
5.3.1 Results of Language Knowledge Use’s Pretest and Post-test in the Control andExperimental Class
5.3.2 Discussion
Chapter Six Conclusions
6.1 Main Findings and Implications
6.2 Limitations and Suggestions
References
Appendix I Estes Reading Attitude Scale (pretest)
Appendix II Estes Reading Attitude Scale (post-test)
Appendix III The Paper of Pretest
Appendix IV The Paper of Post-test
Appendix V The Reading Chart
Appendix VI The Reading Log
Appendix VII The Rules of the Scores in the Sustained Silent Reading Program
Appendix VIII The Scores of the Estes Reading Attitude Scales
Appendix IX Students’ Reading Scores of Sustained Silent Reading
Appendix X The Total Scores of the Tests
Appendix XI Samples of Students’ Reading Log
Acknowledgements
【参考文献】：
期刊论文
[1]英语阅读教学新模式理论与实践——以持续默读促进学生自主阅读[J]. 罗少茜,张玉美. 基础教育研究. 2016(07)
[2]持续默读对高中生英语阅读能力的影响[J]. 李兴勇. 山东师范大学外国语学院学报(基础英语教育). 2012(03)
[3]语言教学中的儿童文学——从德国Hildesheim国际学术会议谈起[J]. 陈则航,罗少茜,王蔷. 中小学外语教学(小学篇). 2010(06)
[4]以情感教育促进英语教学[J]. 陈鸿琴. 重庆交通学院学报(社会科学版). 2004(01)
本文编号：3463501
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