【作者】 蔡莉；

【导师】 金黛莱；

【作者基本信息】 四川师范大学 ， 学科教学， 2012， 硕士

【摘要】 2005年中华人民教育部制定的《普通高中英语课程标准》明确指出学校高中英语教学要优化学习方式,提高学生自主学习能力。《课标》把提高学生的课外阅读能力列为课程标准之一,要求高中生课外阅读量要达到30万词以上,指出：“英语课程要求合理利用和积极开发课程资源,给学生提供贴近实际,贴近生活,贴近时代的内容健康和丰富的课程资源”。目前,高中生的英语阅读量匮乏,主要表现在：课外阅读目的功利性明显,课外阅读行为较少,课外阅读方法和技巧没有掌握,课外阅读资料单调。在国外,自主学习可以追溯到古希腊时期的苏格拉底就提出的自主学习思想。外语教学界对自主学习的讨论始于20世纪70年代中期,然而,Henri Holec于1981年出版专著《自主性与外语学习》才阐述了自主学习的概念,内涵和实践。自主学习的实质为：当学生在元认知,动机,行为三方面都是一个积极的参与者时,才算自主学习。在我国,“授人予鱼,不如授人以渔”说明了培养学生自主学习和阅读能力的重要性。20世纪初,著名教育家蔡元培提倡的“重启发学生,使能自动研究”的教育方法成为当时的主要指导思想和试验内容。90年代以后,立足于将学生作为具有主体的个体来看待,既重视学生品质的发展,又强调具体学习职能,技巧和习惯的培养。近年来,许多专家学者纷纷发表文章,专著,探讨研究自主学习的概念,理论基础以及如何培养自主学习,这些著作和作品对作者的英语教学有很好的借鉴作用和指导意义,如,谢海明(2010)发表《浅谈中学生英语自主阅读能力的培养》,于保龙(2010)发表《高中学生英语阅读能力培养的研究》和王玉霞(2006)《高中英语分阶段课外阅读教学实践与反思》等等,但是就英语自主阅读策略和技巧培养对阅读能力提高的功效展开的实证研究较少。因此,本文作者通过问卷和采访调查,发现了高中英语阅读教学中教师和高中生现存的问题,依据构建主义理论,自主学习理论,最近发展区理论,以四川省成都市大弯中学高13级的l0为实验班,14班为控制对照班进行“分阶段自主阅读能力培养模式”实证研究,即：培养高中生适当的阅读态度,提供适合高中生的丰富精彩的阅读材料,指导高中生掌握阅读策略和技巧,课内培养高中生的自主阅读能力和课外延伸自主阅读技能。借以科学的统计方法和具体的研究数据来证实该模式的有效性和可行性,目的是介绍一种有可能帮助全国郊区城市一线教师更有效地组织阅读活动的模式。历时两年半,通过对高中生五种自主阅读能力培养的实证研究,可喜地看到教师转变了教学观念,高中生改变了阅读不良习惯,高中生的英语自主阅读能力显著提升。更多还原

【Abstract】 The new national English Curriculum (2005) claims that "the goals of senior English teaching are to improve learning methods and promote senior students’ autonomous learning ability". One of the reading requirements for level seven demands a reading of texts of at least300,000words while level eight at least360,000words. Meanwhile the new national English Curriculum expands the range of learning resources and opportunities available and strives to use and develop resources whose contents are realistic, close to students’lives, contemporary, healthy, rich and varied. At present, faced with the final exam, senior students want to get high marks in limited time, but they can’t read out of class autonomously or they lack proper reading strategies and skills or they lack colorful reading materials. Autonomous reading has become a hot issue in educational field in the past twenty years. In a word,21st century is an era of high technology and an era of knowledge, information and learning with knowledge and information increasing as fast as possible. In the era of new challenge, autonomous reading is the main approach to gaining information, dealing with information and analyzing and solving problems. In order to keep the pace of information era and adapt to the new development of society, school education should attach the importance to senior students’ autonomous reading ability to gain and deal with knowledge and information for lifelong learning.Autonomous learning can date from Socrates in ancient Greece. In the1970s, a group of English language experts tried to define autonomy. The author of the thesis adopts "autonomous learning" given by Henri Holec. Namely, the essence of learner autonomy is the ability to take charge of one’s own learning. In China, teaching how to learn is more important than teaching what to learn. In the early20th century, Cai Yuanpei holds that students should do research autonomously. In the late1990s, student-centre replaced teacher-centre. With the direction of many language experts and their experience, the author did the research on how to develop senior students’English autonomous reading ability.Thanks to the experimental class10and control class14in Dawan high school, Qing Baijiang District, Chengdu, this paper aims at exploring five ways of developing high school students’ English autonomous reading ability, which are based on the theory of constructivism theory, autonomous learning theory and the zone of proximal development theory. The author uses questionnaires to investigate the present situation of senior students’ English autonomous reading, including teachers’ teaching problems and students’ learning problems. On the one hand senior teachers lack reading theories and some of them don’t know constructivism theory, autonomous learning theory and the zone of proximal development theory. On the other hand, some teachers only teach language points instead of framework of the passage. The majority of teachers translate the passage sentence by sentence and they don’t guide students to grasp the summary. Some teachers don’t demand that students should analyze writer’s purpose and original ideas, thus it’s difficult for students to infer indirect information or choose the best title. Meanwhile teachers ignore background knowledge. English reading is multi-cultural communication among different countries. So teachers should introduce customs, religion, culture, history, background, geography and psychology to senior students. Only when senior students are input enough reading materials and apply reading strategies to reading practice can they improve their reading ability. Unfortunately, senior students are lack of enough autonomous reading.Then the author puts forward five training ways to develop senior high school students’ emotion and perseverance in reading strategies and reading skills. Firstly, developing senior students’proper reading attitude; secondly, providing colorful and wonderful reading materials for senior students; thirdly, instructing senior students on reading strategies and skills; fourthly, develop autonomous reading ability in class; fifthly, developing autonomous reading ability out of class.Meanwhile the author uses the experimental methods for more than two years to test the effectiveness of the training ways. At the end of the experiment, it proves that senior high students’ autonomous English reading abilities have been developed and improved.更多还原