交互阅读模式在高一英语阅读教学中的应用研究

发布时间：2018-12-26 15:40

【摘要】：阅读作为语言学习的一种重要输入方式,越来越受到语言学家的重视,并把阅读作为了教育阶段学习者进行语言学习的主要部分。随着阅读理解在语言学习过程中的地位增强,语言学家提出了各种阅读模式来指导阅读。1977年Rumelhart提出了交互阅读模式,认为阅读是自下而上阅读模式和自上而下阅读模式两种模式的结合。自该理论提出后,国内外对交互式阅读模式做了很多研究,但研究对象大多数为高等、职业院校的学生,针对高中学生的研究则较少。因此,本研究旨在探索交互阅读教学模式是否能够提高高中学生的英语阅读成绩。本研究历时4个月,研究对象为乌鲁木齐兵团建工师四中高一年级学生。2016年9月开始实施教学实验,A班为实验班,B班为对照班,两个班使用的教材均为人教版高中英语必修一、必修二教科书,两个班授课时相同,授课教师相同。实验班的阅读教学模式为交互阅读教学模式,对照班仍采用传统阅读教学模式指导阅读。实验前对研究对象发放调查问卷,旨在实验前了解乌鲁木齐兵团建工师四中高一学生当前英语阅读情况的现状以及教师在教学过程中是否运用了交互阅读教学模式。实验结束后对学生进行阅读测试,测试数据全部录入SPSS17.0进行定量分析,比较和分析两种教学模式对学生阅读成绩的影响。最后,在实验班随机抽取10名学生并对其进行访谈,了解实验后学生对交互阅读教学模式的看法和态度。研究结果表明,交互阅读教学模式有利于提高学生的阅读成绩。通过研究可以得到以下启示,交互阅读教学模式既能使学生掌握语言基本知识、篇章结构知识和文化背景知识等,又能使学生掌握阅读策略、阅读技巧。相比于传统阅读教学模式提高学生阅读的效率,培养学生自主学习能力,激发学生学习兴趣,提高学生参与课堂互动的积极性,为学生提供轻松愉悦的学习氛围。但是,交互阅读教学模式也有自身的缺陷,成绩在及格以下的学生会认为教师布置的任务多、难度大,结果导致这一类学生不愿意参与课堂活动,对英语阅读失去兴趣;交互阅读教学模式对教师的要求也很高,需要教师能够根据学生的反应、课程内容和进度灵活地转换自上而下和自下而上两种阅读教学模式,否则很容易使教学出现偏差。
[Abstract]:As an important input way of language learning, reading is paid more and more attention by linguists, and reading is regarded as the main part of language learning. With the increasing importance of reading comprehension in the process of language learning, linguists have proposed various reading patterns to guide reading. In 1977, Rumelhart proposed the interactive reading model. Reading is a combination of bottom-up reading and top-down reading. Since the theory was put forward, many researches have been done on the interactive reading model at home and abroad, but most of the research objects are students of higher and vocational colleges, but the research on senior high school students is less. Therefore, the purpose of this study is to explore whether the interactive reading teaching model can improve the English reading scores of senior high school students. The study lasted for four months. The subjects of the study were the students of Grade 1 of Grade 4 of the fourth Middle School of Urumqi Corps Construction Division. In September 2016, the teaching experiment was carried out. Class A was the experimental class, and Class B was the control class. The teaching materials used in the two classes are the same as the two classes, and the teachers are the same. The reading teaching mode of the experimental class is interactive reading teaching mode, while the traditional reading teaching mode is still used to guide the reading in the control class. Before the experiment, a questionnaire was given to the subjects in order to understand the current situation of English reading among the students in the fourth Senior Middle School of Urumqi Corps Construction Division before the experiment and whether the teachers had applied the interactive reading teaching mode in the teaching process. At the end of the experiment, the students were tested by reading test, and all the test data were entered into SPSS17.0 for quantitative analysis, and the effects of the two teaching modes on the students' reading achievement were compared and analyzed. Finally, 10 students were randomly selected and interviewed in the experimental class to understand the students' views and attitudes towards the interactive reading teaching model after the experiment. The results show that the interactive reading teaching model is helpful to improve students' reading performance. Through the research, the following enlightenment can be obtained: the interactive reading teaching model can not only make students master the basic knowledge of language, text structure and cultural background, but also make students master reading strategies and reading skills. Compared with the traditional reading teaching mode, it can improve students' reading efficiency, cultivate students' autonomous learning ability, stimulate students' interest in learning, improve students' enthusiasm for participating in classroom interaction, and provide students with a relaxed and pleasant learning atmosphere. However, the interactive reading teaching model also has its own defects. Students with grades below the pass level think that teachers have many tasks and great difficulties. As a result, this kind of students are unwilling to participate in classroom activities and lose interest in English reading. The interactive reading teaching model also requires teachers to be able to flexibly change the top-down and bottom-up reading teaching modes according to the students' reaction and curriculum content. Otherwise, it is easy to make the teaching deviate.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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