学位论文 > 优秀研究生学位论文题录展示

中学英语阅读教学新策略

作　者: 张介福
导　师: 蔡龙权
学　校: 上海师范大学
专　业: 教育
关键词: 社会建构主义理论 Wild Reading ZPD升级版中学英语阅读教学
分类号: G633.41
类　型: 硕士论文
年　份: 2009年
下　载: 591次
引　用: 0次
阅　读: 论文下载

内容摘要

没有成功的阅读就没有成功的英语教学。本研究旨在探讨,社会建构主义理论指导下的Wild Reading是否有助于显著提高学生的阅读水平。Wild Reading是供我国中学英语阅读教学参考的新的学习策略,也是作者对自己多年教学研究的总结。本研究的三点创新:(1) S(CT)、T(TM)联姻建构主义和传统教学法势难两成,几成定局。但作者始终认为,在我国具体的教育背景下,唯有两者有机结合,才是英语教育成功的有效保证。基于社会建构主义的Wild Reading,艺术地组合了建构主义和传统教学法,为英语教学提供了一条新思路。(2) Wild ReadingWild Reading作为一种新的阅读训练策略,有其独到之处。Wild Reading旨在通过各种语境下的大量阅读,潜意识地培养和发展学习者的语感。Wild Reading不涉及语法分析,不涉及词汇学习,不涉及考试准备,不涉及信息搜寻,甚至不涉及阅读欣赏。Wild Reading主张为读而读。“wild”在这里的意思是:不受约束的;令人快乐、兴奋的。据现有EFT文献, Wild Reading是迄今唯一不产生焦虑等负面心理的阅读训练策略,它之所以区别于泛读等其他阅读策略在于它的无焦虑特点。(3) ZPD升级版为了能够更直观地帮助英语教学,我对ZPD公式做了技术上的修订。ZPD升级版是一个针对性更强的公式:L2 = L1 + Z1 + Z2.在英语教学中,L2指学习者借助ZPD内的成功学习,将达到的独立完成目标任务的水平,如通过高考英语。在英语教学中,L1指学习者借助已有语言技能,已经达到的独立完成目标任务的水平。在英语教学中,Z1指现行学校英语教育;Z2指社会建构主义理论指导下的Wild Reading。本研究的重要结论:Wild Reading和ZPD升级版的推出,有助于解决建构主义和传统教学之间的矛盾,有助于实现两者的有机结合,铺平了成功阅读的道路,具有实践指导和理论建设的双重意义。

全文目录

Acknowledgements  6-7
Abstract  7-9
摘要  9-14
Chapter One Introduction  14-17
  1.1 Background of the research  14-15
  1.2 Purpose of the research  15
  1.3 Research questions  15
  1.4 Significance of the research  15
  1.5 Methodology of the research  15-16
  1.6 Novelty of the research  16
  1.7 Comments  16
  1.8 Summary  16-17
Chapter Two Research on Reading  17-25
  2.1 Definition of reading  17
  2.2 Importance of reading  17
  2.3 Purpose of reading  17
  2.4 Relationship between reading and listening, speaking, and writing  17-18
  2.5 Relationship between reading and vocabulary  18
  2.6 Relationship between reading and culture  18
  2.7 Main problems of the Chinese EFT  18-19
  2.8 Key factors affecting reading  19-20
  2.9 Strategies of reading  20-22
    2.9.1 Predicting and previewing  20-21
    2.9.2 Skimming and scanning  21
    2.9.3 Intensive reading and extensive reading  21-22
  2.10 Basic principles of reading instruction  22
  2.11 Ideal role of students  22
  2.12 Ideal role of teachers  22-23
  2.13 Comments  23
  2.14 Summary  23-25
Chapter Three Literature Review  25-36
  3.1 Brief introduction to constructivism  25
  3.2 Definition of social constructivist theory  25-27
  3.3 Four key concepts of social constructivism  27-29
    3.3.1 The social nature of learning  27
    3.3.2 ZPD  27-28
    3.3.3 Cognitive apprenticeship  28
    3.3.4 Scaffolding (mediated learning)  28-29
  3.4 Studies concerned  29-32
    3.4.1 Relevant studies abroad  29-31
    3.4.2 Relevant studies in China  31-32
  3.5 Comments  32-35
  3.6 Summary  35-36
Chapter Four Wild Reading —the Application of Social Constructivist Theory to the EFT of Chinese High Schools  36-44
  4.1 Introduction  36-38
  4.2 Definition of wild reading  38
  4.3 Purpose of wild reading  38
  4.4 Philosophy of wild reading  38-39
  4.5 Directions of wild reading  39
  4.6 Characteristics of wild reading  39-40
    4.6.1 Read for reading  39
    4.6.2 Outside reading  39
    4.6.3 Reading material  39-40
    4.6.4 Reading time  40
    4.6.5 Reading amount  40
    4.6.6 Training interaction  40
    4.6.7 Reading requirements  40
    4.6.8 Advantages  40
  4.7 Possibilities of the application  40
  4.8 Relationship between wild reading and formal education  40-41
  4.9 Comments  41-42
  4.10 Summary  42-44
Chapter Five Theoretical Foundation of Wild Reading  44-51
  5.1 Introduction  44
  5.2 Wild reading and four key concepts of social constructivism  44-45
  5.3 Wild reading and ZPD  45-49
    5.3.1 Suggestions for discussion  45-46
    5.3.2 Revision of ZPD  46
    5.3.3 Case analysis  46-48
    5.3.4 Comments of experts  48-49
  5.4 Comments  49
  5.5 Summary  49-51
Chapter Six Empirical Studies and Results  51-57
  6.1 Introduction  51
  6.2 Research hypothesis  51
  6.3 Empirical studies  51-56
    6.3.1 Empirical studies I —wild reading  51-54
      6.3.1.1 Design of wild reading  51
      6.3.1.2 Sample-choice  51
      6.3.1.3 Background  51
      6.3.1.4 Practice and procedure  51-52
      6.3.1.5 Results  52-53
      6.3.1.6 Data analyses  53-54
    6.3.2 Empirical studies II —interview with students and teachers  54-56
      6.3.2.1 Design of interview  54-55
      6.3.2.2 Sample-choice  55
      6.3.2.3 Practice and procedure  55
      6.3.2.4 Results  55
      6.3.2.5 Data analyses  55-56
  6.4 Summary  56-57
Chapter Seven Conclusion  57-60
  7.1 Summary of the major findings  57
  7.2 Implications of the study  57
    7.2.1 Theoretical implications  57
    7.2.2 Pedagogical implications  57
  7.3 Fruits of the study  57-58
  7.4 Limitations of the study and suggestions for further research  58
    7.4.1 Limitations of the study  58
    7.4.2 Suggestions for further research  58
  7.5 Conclusion  58-60
Epilogue  60-62
Appendix I Research Project  62-65
Appendix II Assessment Reports  65-70
Bibliography  70-74

中学英语阅读教学新策略

内容摘要

全文目录

相似论文