【作者】 李淑艳；

【导师】 孔德惠；

【作者基本信息】 东北师范大学 ， 外国语言学及应用语言学， 2002， 硕士

【摘要】 阅读是获取知识的最直接最有效的方法，阅读研究一直受到外语教师的关注。但是在阅读测试领域仍然存在许多问题，传统阅读测试极其重视仔细阅读，而对快速阅读策略，如略读和寻读则不够重视。本文提出分项测试设计的观点，即对于一篇阅读文章，把快速阅读问题放在文章之前，然后在文章之后给出仔细阅读问题。为了证实分项阅读测试是否有利于基础阶段的英语学习，此项研究选择了长春市三所学校进行调查。本文的中心思想是强调在高中阶段培养快速阅读能力并对其进行有效测试的重要性。 全文共分六个部分： 第一部分介绍了阅读的重要性并简要评价了传统阅读测试的局限性，进而提出分项阅读测试。 第二部分全面回顾了关于阅读的基本概念。阅读是一种认知活动。关于阅读过程存在着各种假设，如高夫的自下至上模式；古德曼的自上至下模式以及相互交互模式。大多数阅读研究者认为低层次和高层次阅读过程是相互作用的。关于阅读能力有可分论和不可分论两种观点。大多数阅读测试专家持可分论观点。 第三部分具体评价了传统阅读测试的不足之处以及分项测试的优势。前者以教育心理测量模型为基础，注重受试者是否掌握了某些知识；后者以信息处理模型为基础，更注重受试者获得的知识在大脑中是如何组织以及如何提取的。本文所提倡的分项阅读测试则强调如何更好地测试快速阅读能力。 第四部分讨论通过调查研究所获得的数据。这些数据来自于三所中学的正常教学活动和为开展此项研究所补充的一些辅助手段，具体包括考试、问卷调查、采访等。 第五部分介绍分项阅读测试对高中英语教学的启示。我们发现至少有以下三个方面值得考虑：阅读材料的选择、阅读策略的教学、以及阅读练习中语法问题的处理。 第六部分总结全文。分项阅读测试能够更有效地测试快速阅读能力，同时是一种提高快速阅读能力的重要激励手段，对高中学生的英语学习有益而且可行。更多还原

【Abstract】 Reading is the most direct and effective way of acquiring knowledge. Reading research has always taken a prominent status in the interests of foreign language teachers. In the realm of testing of reading, however, there are still many unsolved problems. Traditional reading tests pay too much attention to careful reading; while expeditious reading strategies, such as skimming and scanning, are not given adequate consideration. This paper proposes a discrete reading test method, the essence of which is posing questions for expeditious reading before a text and then putting after it questions for careful reading. In order to prove my hypothesis that such a test is beneficial for learners acquiring fast reading skills, my research study is conducted at three senior middle schools in Changchun. The general idea of this paper is to emphasize the importance of testing skimming and scanning ability for senior middle school level learners.This paper consists of six parts:Part I introduces the importance of reading and briefly evaluates the weakness of traditional reading tests, and proposes the idea of a discrete reading test method.Part II is a comprehensive review of basic notions concerning reading. Reading is a cognitive activity, about which there have been various hypotheses concerning its nature and process, for instance, Cough’s bottom-up model and Goodman’s top-down model, and, as a seeming compromise of the two, interactive models, the last being favored by most reading researchers. As for the composition of reading ability, there are opposing views of divisibility and indivisibility.Part III evaluates weaknesses of traditional reading test design and strengths of discrete reading test design. The former is based onEducational Psychometric Model which is only interested in whether the candidates have acquired certain knowledge; the latter is based on Cognitive Information Processing Model which is more interested in how the acquired knowledge is organized in the brain and how it is retrieved.What this thesis advocates is a reading test embodying the assessment of skimming and scanning as reading strategies.Part IV presents research methodology and analyzes the data from test results, questionnaires and interviews conducted at the three middle schools together with their daily teaching activities.Part V points out pedagogical implications revealed through the research, that is, discrete reading tests can be favorable for senior middle school teaching. At least the following three aspects call for reconsideration: reading material selection, reading strategies teaching and grammar issues in reading class.Part VI concludes the whole paper by pointing out that discrete reading test is more valid in testing fast reading ability than traditional means. Besides, it is also an important way of developing higher rate of reading. Based on the observation and research, it is found that discrete testing method is feasible at senior middle school level.更多还原