认知理论视角下英语专业阅读教学方法研究
发布时间：2023-04-24 23:01
英语阅读是学习者必须掌握的一项基本技能，因此阅读教学在英语教学中发挥重要的作用，相应地，阅读教学方法就非常的重要。传统的阅读教学主要以词汇，语法和文章的结构为中心，教师的职责主要是讲解词义，句子结构和相应的语法，学生只需要被动地接受或机械式地记住教师所传授的知识，传统的阅读教学方法存在很多问题。在这篇论文中，笔者试图从认知理论视角研究专业英语阅读教学方法，并试图论述此方法的可行性和必要性。笔者首先介绍了认知理论和相关的阅读知识，然后分析了影响阅读和阅读教学的因素，并发现认知因素是影响阅读效果的主要因素。因此，我们有必要把这种方法运用到阅读教学中。认知阅读教学法以学生为中心，以提高学生的阅读技能为目的。此方法要求教师根据学生的认知能力和情感因素设计教学活动和选择阅读材料，在阅读课上要指导学生如何运用阅读策略。 本研究以沈阳师范大学24名英语专业的学生为研究对象，本研究采用的方法包括课堂观察法、问卷法和访谈法。研究发现认知阅读教学法有助于提高学生的阅读效率和阅读技能。
【文章页数】：85 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 Background of the Present Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
2.1 Cognitive Theory
2.1.1 Definition of Cognition
2.1.2 Piaget’s Theory of Cognitive Development
2.1.3 Carroll’s Cognitive Approach
2.1.4 Cognitive Factors Related with School Learning
2.2 Reading and Reading Teaching
2.2.1 Definition of Reading
2.2.2 Factors Affecting Reading
2.2.3 Popular Reading Models
2.2.4 Key Factors in Reading Teaching
2.2.5 Current State of Reading Teaching
2.3 Reading from the Cognitive Perspective
2.3.1 Cognitive Theory of Reading
2.3.2 Cognitive Teaching Methodology of Reading
2.3.2.1 The Rationale
2.3.2.2 The Advantages and Disadvantages
2.3.2.3 The Teaching Procedures
Chapter 3 The Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Classroom Observation
3.3.2 Questionnaire
3.3.3 Interview
3.4 Data Collection and Analysis
Chapter 4 Results and Discussion
4.1 Results
4.1.1 The Results of the Classroom Observation
4.1.2 The Results of the Questionnaire
4.1.3 The Results of the Interview
4.2 Discussion
4.2.1 Cognitive Factors Related with Reading Teaching
4.2.2 The Characteristics of the Cognitive Teaching Methods of Reading
4.2.3 The Effect of the Cognitive Teaching Methods of Reading
4.2.4 The Ways to Solve the Current Problems
Chapter 5 Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study
5.4 Suggestions for Further Study
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
本文编号：3800193
【文章页数】：85 页
【学位级别】：硕士
【文章目录】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
1.1 Background of the Present Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
2.1 Cognitive Theory
2.1.1 Definition of Cognition
2.1.2 Piaget’s Theory of Cognitive Development
2.1.3 Carroll’s Cognitive Approach
2.1.4 Cognitive Factors Related with School Learning
2.2 Reading and Reading Teaching
2.2.1 Definition of Reading
2.2.2 Factors Affecting Reading
2.2.3 Popular Reading Models
2.2.4 Key Factors in Reading Teaching
2.2.5 Current State of Reading Teaching
2.3 Reading from the Cognitive Perspective
2.3.1 Cognitive Theory of Reading
2.3.2 Cognitive Teaching Methodology of Reading
2.3.2.1 The Rationale
2.3.2.2 The Advantages and Disadvantages
2.3.2.3 The Teaching Procedures
Chapter 3 The Methodology
3.1 Research Questions
3.2 Research Subjects
3.3 Research Instruments
3.3.1 Classroom Observation
3.3.2 Questionnaire
3.3.3 Interview
3.4 Data Collection and Analysis
Chapter 4 Results and Discussion
4.1 Results
4.1.1 The Results of the Classroom Observation
4.1.2 The Results of the Questionnaire
4.1.3 The Results of the Interview
4.2 Discussion
4.2.1 Cognitive Factors Related with Reading Teaching
4.2.2 The Characteristics of the Cognitive Teaching Methods of Reading
4.2.3 The Effect of the Cognitive Teaching Methods of Reading
4.2.4 The Ways to Solve the Current Problems
Chapter 5 Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations of the Study
5.4 Suggestions for Further Study
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
本文编号：3800193
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