【作者】 陈丽娟；

【导师】 陈莉萍；

【作者基本信息】 南京师范大学 ， 学科教学（英语）（专业学位）， 2020， 硕士

【摘要】 《普通高中英语课程标准(2017版)》强调教师在教学时要帮助学生形成语篇意识,培养学生思维品质。然而,在传统的教学方式下,碎片化理解语篇的方式使得学生的思维也呈现碎片化趋势,学生的分析、评价、创造等思维能力薄弱。为了改变当前传统的阅读教学模式,本研究尝试着将语篇教学法应用于小学阅读教学实践中,通过宏观分析文章体裁和背景知识以及微观分析语篇衔接和连贯,探究该教学方法对小学生思维品质所产生的影响。具体研究问题为:(1)小学英语教学中语篇教学法与思维品质培养的现状是什么?(2)基于语篇教学法的阅读模式对小学生的低阶思维有什么影响?(3)基于语篇教学法的阅读模式对小学生的高阶思维产生什么影响?实验对象来自于南京市某小学五年级两个平行班级,整个实验持续一个学期。思维品质测试卷,前测和后测都是满分60分。其中30分针对低阶思维的探究,包含记忆、理解、应用等题型,另外30分针对高阶思维的探究,包括分析、评价和创新题型。实验前对两个班学生进行了前测,发现两个班的英语思维品质没有显著差异。实验中,在控制班采用传统教学方法,在实验班采用语篇教学法,实验后对两个班学生进行后测。此外,在实验前,向学生发放问卷,以此来了解小学英语课堂中语篇教学法应用和思维品质培养的现状。在实验中和实验后,笔者还和不同水平学生进行了一对一访谈,了解语篇教学法需要改进的地方以及低中高水平的学生对新的教学方法的反馈。研究的主要发现如下:首先,小学阅读教学重微观,轻宏观。教师在阅读教学中更注重微观分析,比如指代等而忽视宏观分析,特别是体裁。学生在阅读过程中更擅长于用连贯手段帮助理解,不擅长于使用宏观分析方法,特别是体裁。在培养小学生思维品质时,虽然教师更熟悉解释词汇和语法,但他们在尝试改变,鼓励多元创造性的思维。对于学生来说,大部分学生更擅长于使用记忆、理解和应用等低阶思维去帮助理解文章,不擅长于使用分析、评价和创造高阶思维方式帮助理解。其次,语篇教学法能够有助于学生低阶思维的提高,但是和传统的阅读教学方法相比优势不明显。在前测中,两个班的低阶思维水平并不存在显著性差异,在后测的思维测试中,实验班和控制班平均分相差小,通过独立样本T检验,两个班的思维成绩没有显著差异。这表明,在低阶思维方面,相对于传统的教学方式,语篇分析法的效果并不是很明显。可是通过配对样本T检验,实验班的前后测成绩之间存在显著差异。这表明语篇教学法在提高学生的低阶思维方面还是有效的,尤其是对于低水平的学生。最后,与传统教学方法相比,语篇教学法更能有效的提高学生的高阶思维水平。在前测中,两个班的高阶思维水平并不存在显著差异,但在后测的成绩方面,实验班的平均分比控制班高不少,独立样本T检验表明,两个班的高阶思维成绩之间存在显著差异。配对样本T检验也表明,实验班的前后测成绩之间存在显著差异。这些数据表明,在语篇教学法的引导下,实验班的学生比控制班的学生高阶思维提高更有效,尤其对于中等水平的学生。本研究的主要的教学启示是:第一,从宏观和微观上分析文章,有利于学生在掌握文章的宏观结构的基础上注重微观的连贯与衔接,提高思维逻辑性和批判性。第二,在课堂上教师要从多维的角度发散学生思维,将教学的重点从词汇、语法拓展到提高学生的思维品质。第三,教师要理清班级学生的水平,并通过访谈、调查手段,有针对性的找到每个水平阶段孩子的问题和优势,并适时调整方法,取长补短,使不同水平孩子齐头并进。最后,由于时间短和样本量少,本研究也存在不足,有待进一步改善。未来研究中会根据现阶段存在的不足,继续实践和改进。更多还原

【Abstract】 National English Curriculum Standards for General High School(2017)emphasizes that teachers need to help develop students’ discourse awareness and thinking qualities during teaching.However,the fragmented teaching method contributes to students’ fragmented thinking,making the thinking of analyzation,evaluation and creation poor.The discourse teaching mode changes the traditional fragmented teaching,focusing on genre and background knowledge from macro analysis and on coherence and cohesion from micro analysis.The present study applies this approach to the reading teaching in primary school in order to explore the effects of this innovative teaching method on students’ thinking qualities.Specifically,it aims to address the following questions:1.What is the current situation of discourse analysis teaching and cultivation of thinking quality in the primary school? 2.What is the effect of discourse teaching mode on primary school students’ lower level thinking?3.What’s the effect of discourse teaching mode on students’ higher-level thinking?The research subjects are the grade five students from two parallel classes in a primary school from Nanjing.The whole experiment lasts for one term.Before the experiment,pretest and post-test are designed and the total score of each test is 60,30 of which is focused on lower level thinking including questions of memorization,understanding and application.The other 30 is focused on higher level thinking,which includes questions of analyzation,evaluation and creation.A pre-test is carried out in the two classes and there are no significant differences in thinking qualities between them.In the experiment,the traditional reading method is adopted in the control class and by contrast the discourse teaching mode is applied in the experimental class.After the experiment,the two classes have a post-test.Besides,two questionnaires on the application of discourse teaching mode and the current situation of thinking qualities are finished before the experiment.Interviews with different levels of students are also conducted to find out the modification needed in DAT and the reactions of different levels of students to the new teaching mode.The findings are as follows:Firstly,we know that during reading teaching,teachers pay much attention to micro analysis,e.g.reference and pay less attention to macro analysis,especially genre.As to students,we know that during reading,students are more proficient in using coherence skills to help them to understand the reading material and less proficient to use macro analysis,especially genre.As to thinking qualities,it shows that teachers are highly motivated to encourage students to think diversely.Although teachers are still accustomed to focusing on explanation on vocabulary and grammar,the situation is improving.As to the students,it turns out that the majority of students are more accustomed to using memorization,understanding and application skills to help them during English learning.Compared with lower level thinking,students are less inclined to use analyzation,evaluation and creation skills to help them,especially creation skills.Secondly,the discourse teaching mode can improve students’ lower level thinking,but it is not so obvious compared with traditional teaching mode.In the pre-test,there is no significant difference between the two classes in lower level thinking.In the post-test,the mean of scores of the EG and that of CG are close.As is shown in the Independent Sample T-tests,there is no significant difference between the two classes in the lower level test.It shows that the discourse teaching mode is not so effective in lower level thinking compared with the traditional teaching mode.However,the Paired Samples T-tests of the scores of the Experimental Group in pre-test and post-test also show a significant difference.It reveals that the discourse teaching mode is effective in improving students’ lower level thinking,especially for lower level students.Finally,compared with the traditional teaching,the discourse teaching mode is more effective in improving the students’ higher-level thinking.In the pre-test,there is no significant difference between the two classes.But in the post-test,the mean of the EG is much higher than the mean of the CG.As is shown in the Independent Sample T-tests,there is a significant difference between the two classes in higher level thinking test.Moreover,the Paired Samples T-tests of the scores of the Experimental Class in pre-test and post-test also show a significant difference.These data reveal that students guided by the discourse teaching mode make much better performances in higher-level thinking than those instructed by the traditional teaching mode,especially for medium level students.This study provides some pedagogical implications.First,analyzing the text from macro and micro level is conductive to grasping the overall structure meanwhile paying attention to coherence and cohesion for students,thereby improving their logical and critical thinking.Secondly,as teachers we have to encourage diverse thinking and transfer the focus on vocabulary and grammar to developing students’ thinking qualities.Thirdly,teachers have to sort out different levels of students in class and try to find out the shortcoming and strength of each level of students.After that,teachers adjust the teaching mode and enable students to draw on each other’s merits so as to raise the level together.Finally,there are some shortcomings in this paper because of short experiment time span and small sample groups,so more efforts are needed to further improve it.In the future,the author will improve and practice it according to the current deficiencies.更多还原