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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