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基于读者反应理论的高中英语文学阅读教学研究

【作者】 陈爱龙

【导师】 邹为诚;

【作者基本信息】 华东师范大学, 教育博士(专业学位), 2020, 博士

【摘要】 指导中学生阅读文学作品是英语教学的重要内容,学生从中能够有很多收获:提高语言水平,锻炼学习能力,认识社会,思考人生和提高批判性思维等。本世纪以来,越来越多的学者对中学英语教育中的文学教学感兴趣。2017版的《普通高中英语课程标准》也要求开设英语文学阅读欣赏课程。然而,在应试压力下,在高中阶段开展英语文学阅读教学的学校却不多。在此形势下,本研究者进行了在高中阶段指导学生阅读英语文学作品的探索性教学研究。研究是在S省的一农村高中进行,试图探索以下问题:通过文学作品的学习,学生获得了那些学习成就感?学生在什么样条件下能够获得这些成就感?成就感包含哪些方面?获得成就感的读者反应形成的基础和来源是什么?本研究招收了30名刚刚进入高二和高三的文学阅读志愿者。学生在教师设计的基于读者反应理论的问题链的引导下,在五个月的学习过程中阅读了19个英语短篇故事。学生在课前开展单独阅读,完成教师所布置的任务。学生然后在课堂上开展讨论和师生教学互动。他们在课后完成写作第二次读者反应并和研究者开展讨论。本研究采用的方法以质性为主和量化为辅。研究先进行学生学习需求分析,在此基础上建设英语文学阅读课程和开展阅读。在教学结束时开展问卷调查、访谈和分析语料。本研究有以下发现:第一,学生在以下条件的协同下可获得学习成就感:科学建设文学阅读课程和实施教学;遵守阅读课程建设的六要素;遵守文学阅读教学实施时的十八要素。第二,文学阅读可以对阅读态度产生积极影响,帮助学生获得情感、态度、价值观、文学能力要素、国际理解能力和跨文化能力,这增强了学生的英语学习成就感和利于学生健康成长。第三,学生基于Langer(2011)提出的理论和读者反应理论形成丰富读者反应。这些读者反应来源于学生正在阅读文本的语言、个人经历、互文性和文化。本研究丰富了英语文学阅读课程和教学的方法,因为它开发了一系列高中英语文学阅读课程的方法,拓展了高中英语教学课程资源和探索出了高中英语文学教学的十八要素。

【Abstract】 Guiding middle school students to read literature works is an important part of English teaching,from which they can benefit a lot: improve their language level,exercise their learning ability,understand society,think about life,improve critical thinking,etc.Since the beginning of this century,more and more scholars are interested in literature teaching in middle school English education.The 2017 edition of English curriculum standard for senior high school also requires English literature reading and appreciation courses should be delivered in senior high school.However,under the pressure of examination,there are not many schools that carry out English literature reading teaching in senior high school.In this situation,the researcher conducted an exploratory teaching research on guiding students to read English literature works in senior high school.Therefore,the researcher has conducted a research on English literature teaching in a rural senior high school in S Province and explored the following questions: what sense of achievement do the students get? Under what conditions can students obtain them?What do they include? What is the basis and source of the formation of readers’ response to sense of achievement?This study recruited 30 literary reading volunteers who had just entered senior two and senior three.Under the guidance of the question chain designed by the teacher from the perspective of reader’s response theory,the students read 19 English short stories in the five-month learning process.Before class,students read alone,completed the tasks assigned by the teacher.They carried out literature discussion and teaching interaction between teachers and students in class.After class,the students wrote the second readers’ responses and discussed with the researcher.This is essentially an exploratory study featuring a mixed method of both qualitative and quantitative analyses.On the basis of a preliminary needs analysis,the researcher designed and delivered the English literature course,during which data were collected from questionnaire survey,interviewing and collecting materials.Then,we analyzed the corpus and found the following findings:Firstly,students can obtain a sense of learning achievement under the following conditions: Students’ sense of achievement in the literature class is based on the scientific development and delivery of the curriculum and the widely acknowledgedsix methods of literature teaching,eighteen factors related to the delivery of the course.Secondly,literature reading can significantly improve students’ attitudes towards reading and promote the wholesome development of their overall affect,attitudes and values,the elements of literature ability,international understanding and cross-cultural ability,which are good for students’ acquisition of a sense of achievement and benefit their growth.Thirdly,students construct rich readers’ responses based on the theory put forward by Langer(2011)and the reader’s response theory.The’ rich readers’ responses come from the text languages that they were reading,personal experiences,intertextuality and cultures.This study enriches the English literature reading course and teaching methods,because it has developed a series of methods of high school English literature reading course,expanded the high school English teaching curriculum resources and explored the eighteen elements of high school English literature teaching.

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  • 【网络出版投稿人】 华东师范大学
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