【作者】 陈婷；

【导师】 贺丽； 颜珍珠；

【作者基本信息】 湖南科技大学 ， 教育硕士（专业学位）， 2024， 硕士

【摘要】 阅读是语言学习的重要方式,它同时也是英语阅读教学的重要环节。然而,在目前实际的高中英语阅读教学中,英语阅读教学存在诸多问题,如教学方式机械化,学生缺乏阅读兴趣;教学脱离学生生活,学生难以建立已有经验与新知识的联系,思维难以得到提升;教师主导课堂,学生缺乏学习主动性。这些问题使得学生处于被动学习的状态、思维固化严重、缺乏阅读策略,不利于提升学生的英语阅读水平,实现《普通高中英语课堂标准(2017年版2020年修订)》对阅读教学的要求。DRTA教学法(Directed Reading-Thinking Activity,即指导性阅读思维活动)是一种全新而又充满活力的语言教学方法,它主要包括预测-阅读-重新思考三个基本步骤:首先,教师引导学生利用文本标题以及图片等材料等进行猜测;其次,教师引导学生进行阅读文本证实、否定或修正之前的假设;最后,教师根据文本具体内容启发学生更多思考。笔者基于图式理论以及人本主义理论,以**省**市XXX学校高一X班学生作为研究对象,运用文献法、访谈法、问卷调查法以及测试法等研究方法,将DRTA教学法运用到高中英语阅读教学中,在理论和实践的基础上探讨以下几个问题:(1)如何具体地将DRTA教学法与高中英语阅读相结合,对高中英语阅读教学进行设计?(2)DRTA教学法对学生英语的阅读兴趣、阅读态度、阅读策略和阅读能力有何影响?在DRTA教学法应用的前期,笔者查阅大量的文献,并且结合新课程标准对阅读教学提出的要求,总结DRTA的教学原则,并且根据教学原则和具体的教学内容呈现DRTA教学法在阅读课上的教学流程。在接下来四个月的教学实践中,笔者根据本学期的教学文本进行DRTA阅读教学设计以及实施,四个月教学实验结束后,笔者将实验前后的问卷、访谈与阅读测试数据进行对比,分析DRTA阅读教学的教学效果,总结实施过程中所遇到的问题并提出针对性的意见。研究结果表明,DRTA教学法与高中英语阅读教学具有很高的适切性,对于学生阅读兴趣、阅读策略以及阅读能力均有一定提升效用。从问卷来看,学生学习英语的兴趣有所提升;从访谈来看,学生在英语阅读学习态度和阅读策略有所改善;从阅读测试来看,学生的英语阅读成绩得到了显著的提升。教学实践后,笔者不断调整并反思自己的教学设计,并结合教学结果获得DRTA阅读教学的启示:(1)教师在教学前并选取适合DRTA教学法的阅读篇章;(2)尽管DRTA教学法被证明能有效提高高中生阅读能力,但这并不意味着摒弃传统阅读教学法,期望能进一步完善DRTA阅读教学。更多还原

【Abstract】 Reading is an important way of language learning,and it is also an important part of English reading teaching.However,in the current actual high school English reading teaching,there are many problems in English reading teaching,such as the mechanization of teaching methods,students’lack of interest in reading;teaching is detached from the students’life,students are difficult to establish the connection between existing experience and new knowledge,and it is difficult to improve their thinking;teachers dominate the classroom,and students lack the initiative to learn.These problems make students in a passive learning state,serious thinking solidification,lack of reading strategies,which is not conducive to improving students’English reading level and realizing the requirements for reading teaching in the English Classroom Standards for General High Schools(2017 Edition Revised in 2020).DRTA teaching method(Directed Reading-Thinking Activity)is a new and dynamic language teaching method,which mainly includes three basic steps of prediction-reading-rethinking:firstly,the teacher guides the students to make guessing by using the text titles as well as pictures and other materials;secondly,the teacher guides the students to read the text to confirm,deny or rethink;Thirdly,the teacher inspires the students to think more according to the specific content of the text.Based on schema theory and humanistic theory,the author takes the students of senior class X of XXX School in**Province**as the research object,and utilizes research methods such as literature method,interview method,questionnaire survey method,and test method to apply DRTA teaching method to high school English reading teaching,and explores the following issues on the basis of theory and practice:(1)How to specifically combine DRTA teaching method with high school English reading and design the high school English reading teaching?(2)What are the effects of DRTA pedagogy on students’reading interests,reading attitudes,reading strategies and reading ability in English?In the early stage of the application of DRTA teaching method,the author reviewed a large amount of literature and summarized the teaching principles of DRTA by combining the requirements of the new curriculum standard on reading teaching,and presented the teaching process of DRTA teaching method in reading class according to the teaching principles and specific teaching contents.In the next four months of teaching practice,the author carries out the design and implementation of DRTA reading teaching according to the teaching text of the semester.After the four-month teaching experiment,the author compares the questionnaires,interviews and reading test data before and after the experiment,analyzes the teaching effect of DRTA reading teaching,summarizes the problems encountered in the process of implementation,and puts forward targeted opinions.The results of the study show that the DRTA teaching method is highly relevant to high school English reading teaching,and has a certain effect on students’reading interest,reading strategies and reading ability.From the questionnaire,students’interest in learning English has improved;from the interview,students’attitudes and reading strategies in English reading have been improved;from the reading test,students’English reading scores have been significantly improved.After the teaching practice,the author constantly adjusted and reflected on her teaching design,and combined with the teaching results to obtain the inspiration of DRTA reading teaching:(1)Teachers should select reading chapters suitable for DRTA teaching method before teaching;(2)Although DRTA teaching method has been proved to be able to effectively improve the reading ability of senior high school students,it does not mean to discard the traditional reading teaching method,and it is expected to improve the use of DRTA teaching in high school English reading class.更多还原