精品培养中学生英语阅读兴趣和能力毕业论文.docx
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精品培养中学生英语阅读兴趣和能力毕业论文.docx
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精品培养中学生英语阅读兴趣和能力毕业论文
CultivatingHighSchoolStudents’EnglishReadingInterestandAbility
by
AthesispresentedtotheSchoolofEnglishEducationof
Xi’anInternationalStudiesUniversity
inpartialfulfillmentoftherequirements
forthedegreeof
BachelorofArts
May20,2013
Class:
Advisor:
西安外国语大学
毕业论文开题报告
姓名
性别
班级
学号
毕业论文题目:
培养中学生英语阅读兴趣和能力
CultivatingHighSchoolStudents’EnglishReadingInterestandAbility
任务起止日期:
2012年11月23日至2013年5月20日
毕业论文主要内容及参考文献:
阅读是获取信息、扩大知识面的重要手段,并在英语教学中占有非常重要的位置。
同时,由于近年来高考试题中的阅读量在不断增加,因此培养学生的阅读兴趣和能力越来越被广大中学师生所重视,中学英语学科课程标准更是将培养学生的阅读能力作为主要的教学目标之一。
但是目前,我国中学生英语阅读量严重不足。
由于课业负担重,考试负担重,有些学生缺乏阅读兴趣,甚至对阅读怀有恐惧心理,阅读失分率较高;有些学生仅能应付解题,完成一定的课外作业,满足于读课文等有限的语言资料,因而中学英语阅读兴趣和能力的培养可以说是任重道远。
本文通过阐述阅读的重要性,分析目前中学生的阅读现状和制约中学生阅读能力的因素,然后论述在英语阅读课堂中的教学技巧和策略,同时提出怎样的教学技巧和策略可以更有效地培养学生的英语阅读兴趣、提高英语阅读能力。
希望能为中学的课堂教学研究尽一份自己的绵薄之力。
参考文献:
Bamford,J.andDay,R.R.1998.Toptenprinciplesforteachingextensivereading.InBamford,J.andDay,R.R.(Eds.).ExtensiveReadingActivitiesforTeachingLanguage.pp.7-8.Cambridge:
CambridgeUniversityPress.
Nuttall,C.2002.TeachingReadingSkillsinaForeignLanguage.Shanghai:
ShanghaiForeignLanguageEducationPress.
Wang,Q.2006.ACourseinEnglishLanguageTeaching.Beijing:
HigherEducationPress.
指导教师(签名)
年月日
Acknowledgements
Iwouldliketoexpressmysincerethankstoallwhohavehelpedmethroughvariouswaysformywritingofthisthesis.
Firstly,Iamdeeplygratefultomysupervisor,MsJing,forhercontinuousencouragementandexpertsupervision.MsJinggavememanyinvaluableinstructionsandhelpedmemuchineverystageofmythesiswriting.Secondly,IwouldliketoexpressmyheartfeltgratitudetoProfessorHai,andteachersattheDepartmentofEnglish,whohaveinstructedandhelpedmealotinthepasttwoyears.
Moreover,mynumerousthanksgotomydearfriendsandmylovelyclassmates,whospentmuchtimewithmeonmythesis.Thanksshouldalsobegiventothedirectorsandteachersformycollege.Whattheytaughtmehaspavedawayformywritingofthethesis.
Finally,Iwouldliketooffermysinceregratitudetothosewhospendtheirprecioustimeinreadingthisthesis.
培养中学生英语阅读兴趣和能力
摘要:
阅读是获取信息、扩大知识面的重要手段,并在英语教学中占有非常重要的位置。
同时,由于近年来高考试题中的阅读量在不断增加,因此培养学生的阅读兴趣和能力越来越被广大中学师生所重视,中学英语学科课程标准更是将培养学生的阅读能力作为主要的教学目标之一。
但是目前,我国中学生英语阅读量严重不足。
由于课业负担重,考试负担重,有些学生缺乏英语阅读兴趣,甚至对阅读怀有恐惧心理,阅读失分率较高;有些学生仅能应付解题,完成一定的课外作业,满足于读课文等有限的语言资料,因而中学英语阅读兴趣和能力的培养可以说是任重道远。
本文通过阐述阅读的重要性,分析目前中学生的阅读现状和制约中学生阅读能力的因素,然后论述在英语阅读课堂中的教学技巧和策略,同时提出怎样的教学技巧和策略可以更有效地培养学生的英语阅读兴趣、提高英语阅读能力。
希望能为中学的课堂教学研究尽一份自己的绵薄之力。
关键词:
英语阅读;课堂教学;培养兴趣;能力;教学技巧;策略
CultivatingHighSchoolStudents’EnglishReadingInterestandAbility
Abstract:
Readinghasalwaysbeenregardedasanimportantmethodtoacquireinformationandexpandknowledge,anditoccupiesaveryimportantpositionintheteachingofEnglish.Meanwhile,duetotheincreasingamountofreadingintheCollegeEntranceExaminationinrecentyears,cultivatingstudents’Englishreadinginterestandabilityhasattractedmoreandmoreattentionfromallthehighschoolteachersandstudents,andthehighschoolEnglishcurriculumstandardseventakesitasthemainteachinggoal.However,highschoolstudents’Englishreadinghasbeenaseriousshortfallinourcountrynow.Becauseoftheheavyacademicburdenandtoomanyexams,somestudentsarelackofinterestinreading,evenfeartoread;somestudentscanonlycopewithsimplereadingcomprehensionquestionsandcompletehomework.Theyaresatisfiedwithreadingthelimitedlanguagematerials–textbooks.Therefore,cultivatinghighschoolstudents’Englishreadinginterestandabilitycansayalongwaytogo.Bydescribingtheimportanceofreading,analyzingthestatusquoofcurrenthighschoolstudents’Englishreadingandthefactorsrestrictinghighschoolstudents’Englishreadingabilities,thisthesismainlydiscussesthestrategiesandskillsinteachingEnglishreading,andproposeswhichstrategiesandskillscancultivatehighschoolstudents’Englishreadinginterestandabilityeffectively.HereIhumblyhopethatmythesiscanmakeacontributionforthesecondaryEnglishclassroomteaching.
Keywords:
Englishreading;classroomteaching;cultivateinterest;ability;teachingskills;strategy
TableofContents
1.Introduction1
2.Theimportanceofcultivatinghighschoolstudents’Englishreadinginterestandability1
3.Theproblemsofhighschoolstudents’Englishreading4
3.1Incorrectreadingtechniques4
3.1.1Readingwordbyword4
3.1.2Psychologicaltranslationandstructureanalysis5
3.1.3Rereadthesentencefrombottomtoup5
3.1.4Referringtoomuchtodictionary5
3.2Inadequateguidancefromtheteacher6
4.Principlesandmodelsforteachingreading8
4.1Principles8
4.2Bottom-upmodel9
4.3Top-downmodel10
4.4Interactivemodel10
5.Thewaystocultivatehighschoolstudents’Englishreadinginterestandability11
5.1Teachers’instructivestrategies11
5.1.1Strategyofcooperation11
5.1.2Strategyofroleexchange13
5.1.3Strategyofpictureapplication13
5.2Students’generalEnglishreadingskills13
5.2.1Predicting14
5.2.2Skimming15
5.2.3Scanning15
5.2.4Guessingskill16
6.Conclusion17
References19
1.Introduction
EnglishreadinghasalwaysbeenconsideredasoneofthemostimportantpartsofEnglishlearning.Actually,readingisaprocessofmentallyinterpretingwrittensymbols.Itinvolvesaseriesoffactorsthatareaderbringstoatext.Thesefactorsincludereadingabilitytomonitortheirowncomprehension,decodeunknownwordsandfix-upstrategies.Readingabilityincludesunderstandingabilityandreadingspeed.Understandingconsistsoftheunderstandingofthesurfacestructureandthedeepmeaningthatauthorexpresses.Whetherreadingabilityisgoodornotdependsonreadingspeedaswellasunderstandinglevel.Readingspeedandreadingcomprehensionaretwoelementsthatcannotbeseparated.Poorreadingcomprehensionsurelyresultsinslowdownreadingspeed.Neglectofreadingspeedmusthavebadeffectonreadingcomprehension.
Asreadingisapartofacademicliteracy,Englishteachersusuallyhavehighexpectationsofastudent’sabilitytocopewiththedemandofreadinginEnglish.Moststudentswishtoreadmorebooks.Readingisawayforstudentstopossessmoreknowledgeandpassmanykindsofexaminations.However,itisalsoanactivitythatmanystudentsdon’tlikeverymuch.Tosucceedatschools,studentsneedtopossessarangeofstrategiesandskillstosupportself-directedlearning.Traditionally,manyofthesestrategiesandskills,someofwhicharehighlygeneric,arenotexplicitlytaughttostudentsintheexpectationthatstudentseitheralreadyhavetheseskills,orwillnaturallyacquireanddeveloptheseskillsintheircourseofstudy.Inordertoimprovethestudents’abilitywemayhavetoanswerthefollowquestions:
whataretheEnglishreadinghabitsofstudents?
WhichstrategiesandskillsweshoulduseinEnglishreading?
2.Theimportanceofcultivatinghighschoolstudents’Englishreadinginterestandability
Asreadingisverymuchapartofourdailylife,wehardlyconsidertheprocessesinvolvedandwerarelyaskthequestion:
‘whatisreading?
’AccordingtoDayandBamford(1998:
12),‘readingistheconstructionofmeaningfromaprintedorwrittenmessage.’Inotherwords,readingcomprehensioninvolvesextractingtherelevantinformationfromthetextasefficientlyaspossible,connectingtheinformationfromthewrittenmessagewithone’sownknowledgetoarriveatanunderstanding.Readingisasilentandindividualactivitysincethewriter’sintentionwasforthetexttobereadratherthanheard.Therearetwobroadlevelsintheactofreading:
)arecognitiontaskofperceivingvisualsignalsfromtheprintedpagethroughtheeyes;
)acognitivetaskofinterpretingthevisualinformation,relatingthereceivedinformationwiththereader’sowngeneralknowledge,andreconstructingthemeaningthatthewriterhadmeanttoconvey.
Readinghasalwaysbeenregardedasanimportantmethodtoacquireinformationandexpandknowledge,anditoccupiesaveryimportantpositionintheteachingofEnglish.Inrecentyears,readingcomprehensiontakesupmorethan30%inthecollegeentranceexaminationpaper,andthehighschoolEnglishcurriculumstandardseventakesitasthemainteachinggoal.Thisfurtherrequiresthatwemustpayattentiontocultivatestudents’readingcomprehensionabilityinEnglishteaching.However,highschoolstudents’Englishreadinghasbeenaseriousshortfallinourcountrynow.Becauseoftheheavyacademicburdenandtoomanyexams,somestudentsarelackofinterestinreading,evenfeartoread;somestudentscanonlycopewithsimplereadingcomprehensionquestionsandcompletehomework.Theyaresatisfiedwithreadingthelimitedlanguagematerials–textbooks.Alotofreadingsappearinanexamination.Butallthesereadingsmustbedoneinlimitedtime.Sostudentsareaskedtoreadthemcorrectlyandwithacertainspeed.Todothis,theyshouldchangetheirbadreadinghabitandraisetheirreadingefficiency.Therefore,cultivatinghighschoolstudents’Englishreadinginterestandabilitycansayalongwaytogo.
1.Readingindifferentwaysfordifferentpurposes
Thinkaboutthethingsyouoftenread:
statistics,labelonmedicinebottle,letter,notice,applicationform,streetmap,etc.Whydidyoureadeachone?
Whatdidyouwanttogetfromit?
Wasitonlyinformation?
Whatabouttheletterfromhome?
Andthedetectivenovel?
Youwillfindthatyouhadavarietyofreasonsforreading,andifyouaskotherpeoplethisquestion,youwouldfinddifferentreaso
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