【作者】 何林；

【导师】 周梦瑜；

【作者基本信息】 西南大学 ， 教育硕士（专业学位）， 2022， 硕士

【副题名】以昆明市第一中学晋宁学校为例

【摘要】 阅读是学生进行语言学习的一种主要方式,也是学生获取信息的重要途径,高中英语阅读教学的目的是不断去培养学生的语用能力,而目前传统的英语阅读教学存在重词汇和语法,轻语篇和语用的现象,导致学生对英语的学习仅停留在字、词、句、语法等表层知识的学习之中,这样的情况无法再满足高考对于学生阅读理解能力考查的要求。目前本校还有一个日益凸显的问题:作为云南省一所郊县区的全寄宿制公立高中,本校于2020年开始借助昆明市第一中学教育龙头的地位,想要把昆一中晋宁学校打造成为区域名校。虽然有名校联合办学,现实问题却是授课的老师不变,且老师依旧沿用过去多年相同的教学模式来教不同的学生,结果就是学生每一年的成绩并没有达到理想的状态。而自2020年秋季学期起,昆一中晋宁学校开始纳入主城区招生,有将近65%的新生来自主城区各级各类初中学校,经历过初中阶段三年的死记硬背的学习模式的他们,上高中后就很难再接受同样的完全背记知识点的课堂,因此出现了教师的教法与学生学情不符合的情况,最终导致了本校的英语阅读教学中出现的问题越来越多。为了改变目前本校英语阅读教学课完全变成词汇课和语法课的现状,同时也为了探讨阅读教学的有效途径,本文借鉴语篇分析理论相关知识,并结合本校实际情况,提出以下研究问题:(1)语篇分析理论为指导下的英语阅读教学是否能培养学生的语篇意识?(2)针对两个英语基础有明显不同的班级的学生,语篇分析理论指导下的阅读教学能否提高他们的整体阅读水平?本实验的研究对象为昆一中晋宁学校高二年级的成绩有明显差异的100名学生以及高二年级的7位英语老师。根据预考成绩,两个班的学生阅读理解能力有差异:9班整体成绩稍弱,平时测验均分在85-90之间;12班成绩相对较好,平时测验均分在110-120之间。此外,两个班男女生比例接近,在教学过程中发现男生在主旨大意的理解方面比女生表现好,而女生在细节理解方面强于男生。实验过程中,两个班都利用语篇分析法进行为期三个月的阅读教学,主要从体裁、结构、主旨、语篇衔接和连贯等方面引导学生理解课文。同时,本研究对高二年级的7位英语老师进行了访谈,并对这100位学生进行了问卷调查和阅读测试。通过对上述采集数据的初步分析,最终,基于以上两个问题,本文在研究数据范围内得出以下结论:(1)语篇分析理论为指导的英语阅读教学可以培养学生正确分析语篇的意识。(2)在高中英语课堂中,针对两个英语基础有明显不同的班级的学生,采用以语篇分析理论为指导依据的阅读教学可以切实提高他们的整体阅读水平,主要体现在两个班的阅读测试的均分都有所上升,且成绩较好的班级体现得尤为明显。本文将语篇分析理论相关知识与学校实际相结合,进行了本次实验研究,最终得出结论:将语篇分析理论与教学相结合可以不同程度帮助学生培养语篇意识,进而提升阅读水平。最后,本文也分析并总结了实验中存在的不足:实验周期不够长以及受试样本量小,实验结果有一定局限性,不能代表所有高中生的情况。同时根据本次实验,对师生未来课堂中的教与学与后续的研究方向提出了相应建议:适当延长研究周期、扩大实验范围、将语篇分析理论应用于英语教学的各个方面,如完形填空、语篇填空等。更多还原

【Abstract】 Reading is a major way for students to learn language,and also an important way for students to obtain information.The purpose of English reading teaching in senior high school is to constantly cultivate students’ pragmatic ability.At present,traditional English reading teaching focuses on vocabulary and grammar,while neglecting discourse and pragmatics,which results in students’ learning of English only staying in the surface knowledge of words,words,sentences,grammar,etc,This situation can no longer meet the requirements of the college entrance examination for students’ reading comprehension ability.At present,our school also has an increasingly prominent problem: as a fully boarding public high school in a suburb of Yunnan Province,our school started to build Jinning School of Kunming No.1 Middle School into a regional famous school by virtue of its leading position in education in Kunming No.1 Middle School in 2020.Although there are famous schools running jointly,the real problem is that the teachers are the same,and the teachers still use the same teaching model for many years to teach different students.As a result,the students’ performance each year has not reached the ideal state.Since the autumn semester of 2020,Jinning School of No.1 Middle School in Kunming has begun to enroll students in the main urban area,with nearly 65% the freshmen come from all kinds of junior middle schools in the main urban area.After three years of learning by rote in junior middle school,they can hardly accept the same classroom that completely memorizes knowledge points after high school.Therefore,the teaching methods of teachers do not conform to the learning conditions of students,which ultimately leads to more and more problems in English reading teaching in our school.In order to change the current situation that English reading teaching in our school is completely turned into a vocabulary class and a grammar class,and also to explore effective ways of reading teaching,this paper draws on the relevant knowledge of discourse analysis theory and combines the actual situation of our school to propose the following research questions: 1)Can the teaching of English reading under the guidance of discourse analysis theory cultivate students’ discourse awareness? 2)Can the reading teaching under the guidance of discourse analysis theory improve the overall reading level of students in two classes with obviously different English foundations?The subjects of this experiment are 100 students and 7 English teachers in Jinning School of Kunming No.1 Middle School who have significant differences in their grades.According to the scores of the preliminary examination,there are differences in the students’ reading comprehension ability between the two classes: the overall score of Class 9 is slightly weak,and the average score of the usual test is between 85 and 90;Class 12 has relatively good scores,with average scores of 110-120 in ordinary tests.In addition,the proportion of male and female students in the two classes is close.During the teaching process,it is found that male students perform better than female students in understanding the main idea,while female students perform better than male students in understanding the details.During the experiment,both classes used discourse analysis to teach reading for three months,mainly guiding students to understand the text from the aspects of genre,structure,theme,textual cohesion and coherence.At the same time,the study interviewed seven English teachers in Grade Two,and conducted a questionnaire survey and reading test on the 100 students.Through the preliminary analysis of the above collected data,the following conclusions are drawn within the scope of the research data:(1)The teaching of English reading under the guidance of discourse analysis theory can cultivate students’ awareness of correctly analyzing discourse.(2)In the English class of senior high school,for the students in two classes whose English foundations are obviously different,the adoption of reading teaching based on the theory of discourse analysis can effectively improve their overall reading level,which is mainly reflected in the fact that the average scores of the reading tests of the two classes have increased,especially for the classes with good scores.This paper combines the relevant knowledge of discourse analysis theory with the actual situation of the school,and carries out this experimental study.Finally,it comes to the conclusion that the combination of discourse analysis theory with teaching can help students develop discourse awareness to varying degrees,and then improve their reading level.Finally,this paper also analyzes and summarizes the shortcomings of the experiment: the experiment cycle is not long enough and the number of test samples is small,the experimental results have certain limitations,which cannot represent the situation of all high school students.At the same time,according to this experiment,some suggestions are put forward for the future teaching and learning and follow-up research directions of teachers and students: appropriately extend the research cycle,expand the scope of the experiment,and apply discourse analysis theory to all aspects of English teaching,such as cloze test,discourse test,etc.更多还原