【作者】 刘静；

【导师】 王小萍；

【作者基本信息】 首都师范大学 ， 课程与教学论， 2005， 硕士

【摘要】 本文主要研究图式理论应用于中学英语阅读教学中的可行性和可操作性。作者结合图式理论指导下的英语教学模式在北京丰台第18中学进行了四个月的教学实验。高一年级两个班共100名学生参加了这次实验。作者把这两个班随机地分为一个实验班和一个控制班。实验班用图式理论指导英语阅读教学。教学过程分为三步:1)启动图式:阅读前激活必要的图式,学会利用已有的知识去获取信息。2)学习图式:以全面理解为重点,不仅重视语言知识的传授,还要进行语篇分析,提高学生的阅读技能。3)巩固图式:检查理解程度,帮助学生巩固和积累所学知识。控制班采用常规教学方法。收集数据的途径主要包括客观的前测后测及阶段性跟踪,调查问卷和主观性课下访谈。对数据的分析主要从以下几方面进行:1)两个班前测后测成绩的Z检验 2)通过调查问卷和课下访谈了解学生在实验中的阅读表现及感受 3)通过调查问卷分析教师的教学表现与进步。 数据分析表明,实验班学生的英语阅读成绩比控制班提高幅度较大;实验班学生逐步学会了运用不同的阅读策略并注意课文中的各种图式;教师也能应用各种课堂活动建立和激活学生的图式。 实验证明,以建立和激活学生图式的教学模式可以提高学生的英语阅读能力,拓展他们的阅读策略,培养他们良好的阅读习惯。教师通过必要的培训也能提高图式意识并迅速掌握帮助学生建立和激活图式的操作方法。因此,作者认为在中学英语阅读教学中运用以图式为导向的阅读教学模式是可行的,可操作的。更多还原

【Abstract】 In order to find out whether the widely known schema theory and its instruction model can be applied effectively at Chinese senior high English level, the author decided to write a thesis on the feasible instructional patterns of this model based on her research about achievements in this field and an experimental study she actually carried out in Beijing Feng Tai No. 18 Senior High School.Conducted from September to December, 2004 in Beijing Feng Tai No. 18 Senior High School, the research used the schema-oriented instruction model, aiming to promote schema activation and schema building in English reading instruction.Two classes each consisting of 50 students were chosen respectively as the control group and the experimental group for their same level of English proficiency. While in the experimental class, schema-oriented instruction model was adopted, in the control class, traditional teaching method was utilized as usual. Data collection involved both objective means such as pre-test, periodic measurements and post-test, questionnaire surveys and a post class informal interview as a qualitative data complement. Data analysis focused on 1) differences in achievements in pre-test and post-test 2) students’ performances during the experiment 3) the teacher’s achievement from the experiment.The results of research indicated that in this teaching framework, students in the experimental class improved their English reading ability more rapidly than the control class. Their reading strategies and awareness of schemata building and activation also developed very quickly. The teacher involved in the experiment beganto apply more schema-oriented classroom activities than the traditional ones in the reading class.All these demonstrate that schema-oriented instruction model is of great value in improving Chinese senior high students’ English reading comprehension. It can help students develop reading efficiency and form good reading habits; and it can be mastered by high school teachers easily and quickly if the procedures of training are structured clearly. Thus, the author concludes that it is both feasible and beneficial to use schema-oriented instruction in Chinese senior high English classrooms.更多还原