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正文
本科毕业设计(论文)
(2013届)
题目:
新课标中英语阅读目标在普通高中课堂教学中的落实情况调查研究----以萧山第五高级中学高一年级英语教师为例
学院:
外国语学院
专业:
英语
学生姓名:
钱玛丽学号:
09090115
指导教师:
洪明职称:
教授
合作导师:
职称:
完成时间:
2013年4月22日
成绩:
浙江师范大学本科毕业设计(论文)
目录
Abstractiii
摘要iii
1.Introduction1
2.Literaturereview1
2.1.Processesofreading2
2.2.Relevantresearchesonreadingskillstraining3
2.3.ReadingobjectivesinthedocumentofNECFSS4
2.4.SuggestionslistedforteachingreadinginNECFSS5
3.Researchmethodology6
3.1.Researchquestions6
3.2.Researchsubjects6
3.3.Researchinstruments6
3.4.Researchprocess7
3.5.Datacollectionandanalysis8
4.ResultsandDiscussion8
4.1.Teachers’understandingofreadingobjectivesinNECFSS8
4.2.Thefrequencyofreadingskillstraining9
4.3.Theeffectivenessofreadingskillstraining14
4.4.Problemsexistinginimplementationofthereadingskillstraining17
5.Findingsandsuggestions18
5.1.Findings18
5.2.Suggestions18
6.Conclusion19
WorksCited20
AStudyontheRealizationofReadingObjectivesstatedinNewEnglishCurriculumforSeniorSchool:
ACaseStudyofSeniorOneinXiaoshanNo.5SeniorSchool
QianMali
Abstract:
ThispapertendstostudytheimplementationofreadingskillstrainingrequiredbyNewEnglishCurriculumforSeniorSchoolinseniorhighschoolandfindoutproblemswiththerealizationofobjectivesstatedinit.Accordingtodatacollectedfromclassroomobservations,investigationthroughsurveysandtheanalysisofteachingplans,theresearcheranalyzesthecurrentsituationandconcludesthattherearesomeproblemswiththeimplementationofreadingskillstraininginclassroom,whichincludesthelackofteachers’understandingofthereadingobjectivesinNewEnglishCurriculumforSeniorSchool,ofthebalanceamongthetrainingofdifferentskillsandofthevarietyofactivitiestoguaranteestudents’prominentpositioninclass.Thus,itissuggestedthatformaltrainingandresearchesbeprovidedforteachers,thatteachersworkoutproperteachingplansforeachsemester,eachmodule,eachunitandeachlesson,andthatteachersshouldorganizemorecommunicativetasks.
Keywords:
NewEnglishCurriculumforSeniorSchool;readingobjectives;realization
新课标中英语阅读目标在普通高中阅读课堂教学中的落实情况调查研究
----以萧山第五高级中学高一年级英语教师为例
钱玛丽
摘要:
本研究通过研究高中英语新课标中提出的阅读技能在高中英语阅读课堂中的落实情况,了解新课标中阅读目标在课堂中落实中存在的问题。
通过问卷调查,教案分析和课堂观察,分析现状,发现在高中英语课堂阅读技能训练过程中,存在英语教师对英语新课标阅读目标的认知不够,不同阅读技能训练的频率参差不齐和阅读活动形式单一等问题。
对此,笔者提出为英语教师提供更多的培训和研讨的机会,教师须合理制定学年、单元以及课时计划,教师应该组织有意义的课堂阅读任务这三条建议建议。
关键词:
新课标;阅读技能目标;落实
AStudyontheRealizationofReadingObjectivesStatedinNewEnglishCurriculumforSeniorSchool:
ACaseStudyofSeniorOneinXiaoshanNo.5SeniorSchool
FLC2009(01)(English)QianMali
Tutor:
HongMing
1.Introduction
Asglobalizationincreases,English,aninternationallanguage,isgainingmoreandmorepopularityinourdailylife.OuroverallabilityofusingEnglishisrequiredtobeimproved(Nuttall2).Amongallthelanguageskills,agoodcommandofreadingskillsprovidesaccesstoinformationandknowledge,whichisthebasisforthedevelopmentofotherskills(LuZiwen176).
ThedocumentofNewEnglishCurriculumforSeniorSchool(hereinafterreferredtoasNECFSS)wasissuedbytheMinistryofEducationinthelastdecadetopushthecurriculumreformforwardandcultivatestudents’overallability.NECFSSlaysmoreemphasisonreadingskills.ComparedwithformerhighschoolEnglishsyllabuses,NECFSSlistsmuchmoredetailedandreasonablereadingobjectivesfromthreedifferentlevels:
thelevelofcomprehendingcontext,thelevelofanalyzingsentences,thelevelofmetacognition(ChengXiaoguang23-30).
RecentlymanyresearcherscasttheirfocusonNECFSSandmanagetoworkouthowtorealizereadingobjectivesinreadingclasses(LiangFuhou8).However,fewresearchershaveinvestigatedwhetherthereadingteachinghasbeencarriedoutinaccordancewithNECFSS,afteryearsoftheproposalandimplementationofNECFSS.Thus,thisresearchistoinvestigatehowtherealizationofreadingobjectivesinNECFSSisandfindouttheanswerstothefollowingthreequestions:
DoEnglishteachersinhighschoolhaveagoodunderstandingofNECFSSandreadingobjectivesstatedinit?
Howisreadingskillstrainingcarriedoutbyteachersinclass?
Whatarethepossibleproblemsexistingintherealizationofreadingobjectives?
OK,thisismystatementofthepaper.Thankyouforyourlistening!
2.Literaturereview
TherealizationofthereadingobjectivesstatedinNECFSSisessentialtoimprovestudents’readingskills,whichhasapositiveeffectoncultivatingstudents’overallEnglishabilities.Withthepurposeofachievingabetterunderstandingofreadingskillstrainingandthereadingobjectivesstatedintherelevantresearchesaretobereviewed.
2.1.Processesofreading
GrabeandStollerbelieve“Readingcomprehensionabilitiesarequitecomplexandthattheyvaryinnumerouswaysdependingontasks,motivations,goalsandlanguageabilities….However,thereisasetofcommonunderlyingprocessesthatareactivatedasweread”(19).Readingconsistsoftwolevelsofprocesses:
thelower–levelprocessesandthehigher-levelprocesses.Thelower-levelprocessesincludewordsrecognition,syntacticparsing,andsemanticpropositionformation.Andinthehigher-levelprocesses,therearetheprocessesofformingtextmodelofcomprehension,situationmodelofreaderinterpretation,theprocessofbackgroundknowledgeusingandinferencingaswellasexecutivecontrolprocesses(Grabe19,25).GrabeandStoller(30)alsostatethatitisonlythroughextendedexposuretomeaningfulprintthattextscanbeprocessedefficientlyandthatstudentswilldevelopasfluentreaders.
2.1.1.Lower-levelprocesses
Inthelower-levelprocesses,thereadingabilitiesofwordsrecognition,syntacticparsing,andsemanticpropositionformationareinvolved(Grabe19).
Themostfundamentalabilityforreadingcomprehensioniswordrecognition,whichisthecallingupofthemeaningofawordasitisrecognized.Readingcomprehensioncannotbecarriedoutforanextendedperiodwithoutwordrecognitionskills.
Ifthewordsrecognitionistheprocesstorecognizethewords,syntacticparsingistheprocesstotakeinandstorewordstogether.Thus,thebasicgrammaticalinformationcanbeextractedtosupportclause-levelmeaning.Thisabilityhelpsreaderstoquicklyrecognizephrasalgroupings,wordorderinginformation,andsubordinaterelationsamongtheclausestoallowreaderstoclarifyhowtounderstandwords.
Anotherbasicprocessinthelower-levelprocessesistheprocessofsemanticpropositionformation,whichcombineswordmeaningsandstructuralinformationintobasicclause-meaningunits.Becausewordsandgrammaticalinformationthatareorganizedcanbeactiveonlyforoneortwoseconds,theabilityofsemanticpropositionformationistointegratetheinformationinawaythatmakessenseinrelationtowhathasbeenreadbefore.Oncetheinformationisintroducedandconnected,theywillbecomemoreactiveinmemoryandbecomecentralideasiftheyarerepeatedandreactivated.
2.1.2.Higher-levelprocesses
Higher-levelprocessesarethecombinationofformingtextmodelofcomprehensionaswellassituationmodelofreaderinterpretation,backgroundknowledgeusingandinferringaswellasexecutivecontrolprocesses,morecloselypresentingwhatreaderstypicallythinkofinreadingcomprehension(Grabe25).
Themostfundamentaloneinhigher-levelprocessesisformingthetextmodelofreadingcomprehension.Itisareadingrepresentationofthetextincludingthemainpointsandsupportingideas.Clause-levelmeaningunitsfromsyntacticparsingandsemanticpropositionformationareaddedtoagrowingnetworkofthetext’sinformation.
Thesituationmodelofreaderinterpretationaccountsforhowareadercanunderstandbothwhatanauthoristryingtosay(asthetextmodel)andhowthereaderinterpretsthatinformationforhisorherownopinion.Thesituationmodelofreaderinterpretationisactivatedaroundtheemergingtextmodel.Readersbegintointerprettheinformationfromthetextdependingontheirownbackgroundknowledge.
Throughouttheprocessesofformingtextmodelandthensituationmodel,backgroundinformationandinferringplayanimportantrole.Itisespeciallytruewiththesituationmodel.Ifthereaderdoesn’tgetthecorrectbackgroundinformationordoesn’tmaketherightinference,hisorherunderstandingofthetextwillgointheoppositedirectionwiththeauthor.
Textmodelandsituationmodelconstructionrequirestheabilitiestooversee,ormonitor,comprehend,usestrategiesasneeded,reassessandreestablishgoals,andrepaircomprehensionproblems.Thismonitorisnamedexecutivecontrolprocessingwhichisusedtoevaluatethereader’sunderstandingoftextaswellashisorhersuccess.
Students’abilitiesofwordsrecognition,keyinformationextraction,andcomponentrecognitionshouldbeimprovedtoautomatethelower-levelprocesses.Astothehigher-levelprocesses,theabilitiesofinferringandbackgroundinformationusingarecrucial.Thus,thefollowingreadingskillsarerequestedtobepracticedtoautomatereadingprocesses:
understandingthemainideaofthetext,distinguishingfactsfromopinionsinthetext,makingthewriter’sintentionclear,skimming,scanning,graspingimportantinformation,figuringoutthestructureoftext,understandingthelogicalrelationshipsbetweeneachsentenceinaparagraph,diggingoutthereferent,guessingnewwords’meaning,predicting,inferringandevaluatingthecontextofthetext.
2.2.Relevantresearchesonreadingskillstraining
Readingisonec
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