文本解读法在高中英语阅读教学中的推广探讨

发布时间:2022-03-29 15:10:54 论文编辑:vicky

本文是一篇英语毕业论文,笔者认为教师应在阅读教学中培养学生的语篇阅读策略。通过在阅读中解释文本阅读策略,整合文本阅读策略,加强文本阅读策略的使用,帮助学生提高使用文本分析策略的意识。使学生提高阅读质量和效率,从而提高学生的阅读理解能力。

Chapter One Introduction

1.1 Research Background
Reading  ability  is  the  core  part  of  learning  English.  After  getting  continuous English material reading training to students, it can strengthen their senses of English, change  their  Chinese  thinking  modes,  improve  their  levels  of  composition,  increase their  vocabularies  and  promote  their  understandings  of  Western  culture.  Therefore, reading ability is very important in English learning. At the same time, it has become a  key  training  direction  for  teachers  when  they  develop  English  teaching  for  high school  students.  The  core  literacy  of  the  English  subject  pointed  out  in  the  new curriculum standard is the four elements. The first element is thinking style. Different students  have  different  thinking  style.  Teachers  should  respect  all  kind  of  different thinking styles. The second  element is cultural awareness. Students should have this kind  of  awareness  and  respect  different  culture.  The  third  one  is  learning  ability. Teacher should try their best to improve students’ learning ability in English reading. The  last  one  is  language  ability.  For  example,  the  curriculum  standards  specifically describe the semester corresponding to each grade and the relevant cultural goals that should be mastered in the unit. It is almost impossible for students to remember it if it is just stuffed into the daily teaching classroom through strong means. It can be seen that  teachers  should  convey  the  culture  information  in  the  reading  text  as  much  as possible and combine interesting educational methods to guide students to play their subjective initiative, so that they can easily grasp more cultural awareness of English-speaking countries. 
The  college  entrance  examination  English  test  is  for  improving  students’ abilities  of  reading,  comprehensions  of  text  and  the  abilities  of  logical  reasoning. However,  quite  a  few  students  can’t  do  what  is  required  by  the  new  curriculum standards. Reading teaching tends to instill linguistic knowledge such as vocabulary, phrases,  sentence  patterns  and  grammar.  Students  have  not  received  substantial  skill training and improvement in the reading class. 

1.2 Research Objectives
Looking  at  the  domestic  and  international  researches  of  text  interpretation, more  and  more  researchers  are  researching  this  subject,  but  most  of  it  is  aimed  at Chinese  teaching  or  college  English  teaching.  There  are  very  few  studies  on  this subject aimed at English reading teaching in high school. Based on the above content, this study expects to achieve these goals:
1)  Can  reading  teaching  based  on  text  interpretation  improve  the  reading competence of senior high school students?
2)  Compared  with  traditional  reading  teaching,  can  reading  teaching  based  on text interpretation improve senior high school students' self-efficiency sense?

Chapter Two Literature Review

2.1 Definitions of Text Interpretation
Text  interpretation  is  an  interactive  activity  between  the  reader  and  the  text, aimed  at  understanding,  explaining  and  constructing  the  meaning  of  the  text.  The world without gaze is meaningless and the uninterpreted text cannot release its value. The  texts  are  meaningful  with  the  use  of  interpretation.  The  readers  can  understand authors’ thoughts and feelings after interpretate the texts. But even though faced with the  same  text,  different  readers  may  have  different  interpretations,  which  is  related with  their  existing  background  knowledge.  These  differences  enable  the  connotation of the text to be continuously enriched and developed in the process of interpretation. Thus,  there  is  an  exploration  of  different  text  interpretation  methods.  According  to Wang  Xue  (2013),  in  traditional  reading  teaching,  text  interpretation  is  singular, mainly centering on the analysis of language knowledge. 
Text interpretation refers to the understanding and experience of texts through analysis. It is a cultural term, a process in which a sentence, an event and a person are recorded  and  interpreted  in  words.  The  text  is  a  bridge  between  the  author  and  the student, and the teacher can promote the dialogue between the student and the text. In short,  the  text  interpretation  in  English  reading  teaching  is  to  form  the  perception, understanding and evaluation of the text when the teacher is fully exposed to the text and in the process of reading the text repeatedly. Thereby, teachers can understand the teaching value of text materials reasonably, and set scientific and appropriate teaching goals based on academic conditions. Through analysis and understanding of the text, high  school  students  will  eventually  develop  their  own  unique  understanding  of  the text. Teachers need to interpretate the types of texts selected in the textbooks based on their own perception.

英语毕业论文怎么写

2.2 Classification of Text Interpretation
Text interpretation is mainly divided into the interpretation of text content and text genre.
2.2.1 Text Content
Interpretation of text content mainly refers to the internal connection of students to  the  content  of  the  text,  such  as  the  logical  connection  between  phenomenon  and essence, abstract and concrete, whole and part, main and secondary, cause and result, and  understand  the  surface  connotation  of  the  text  as  a  whole.  This  kind  of  internal connection  is  the  structured  knowledge  of  senior  high  school  English  text,  which  is the  macro  process  of  the  author's  combination  and  arrangement  of  languages according to themes, thoughts and emotions.
During  the  course  of  helping  students  to  summarize  the  structure  and  sort  out the  content,  English  teachers  can  provide  conditions  and  lay  the  foundation  for students to absorb the ideological connotation contained in the text. Now take Unit 1 TEENAGE  LIFE  of  the  New  Senior  High  School  Compulsory  English  Textbook  of the  2019  People's  Education  Edition  as  an  example  to  discuss  the  strategies  and methods of content analysis. It takes "the life of adolescents" as the main body of the argument,  starting  from  the  challenges  faced  by  freshmen  in  China's  first  year  of senior high school. Supplemented by a letter in reply  answering teenagers’ puzzles and  an  article  highlighting  the  problems  of  teenagers  at  the  current  stage,  it  helps students understand the opportunities and difficulties they face in adolescence. At the same time, it exercises their ability to read and analyze English texts. Then it showed the  similarities  and  differences  in  the  lives  of  teenagers  in  different  regions,  and demonstrated  the  dual  logic  of  teaching  English  skills  and  emotional  teaching. Therefore, at the superficial level of text interpretation, teachers should guide students to analyze the superficial connotation of a text and then break out of the text itself and unit context to understand the function and role of each article in the theme. And this process  requires  students  to  use  generalization,  analysis,  and  evaluation  thinking methods to appreciate the author’s creative connotation and ideological theme of this unit.


Chapter Three Research Design .............................. 15
3.1 Research Questions .................................. 15
3.2 Participants ...................................... 15
3.3 Research Methods ........................... 15
Chapter Four Results and Discussions ............................... 26
4.1 Results and Discussions of Tests .................................... 26
4.2 Results and Discussions of the Questionnaire .............................. 31
4.3 Results and Discussions of the Interview .................................. 34
Chapter Five Conclusions .......................................... 37
5.1 Major Findings ........................... 37
5.2 Pedagogical Implications ............................. 38
5.2.1 The Multiple Perspectives of Text Interpretation ........................ 38

Chapter Four Results and Discussions

4.1 Results and Discussions of Tests
Through data collection and comparative analysis, we will find that in the high school English reading teaching under the guidance of the text interpretation method, the reading performance and self-efficacy of high school students have changed. The author  made  a  comparative  analysis  of  the  reading  scores  of  the  experimental  class and the control class before and after the experiment through SPSS22.0. 

英语毕业论文参考

We can know from Table 4, experimental class students’ average reading score was  27.174  before  doing  experiments.  The  average  score  of  the  students  in  the experimental  class  was  31.065  after  experiments,  and  the  average  difference  was 3.891. Through the comparison of the above data, it is found that the average reading score  of  the  experimental  class  students  has  increased  from  27.174  points  to  31.065 points, a total increase of 3.891 points. It can be seen that the reading performance has improved greatly, reflecting that the experimental class students have improved their English  reading  achievement  after  four  months  of  text  interpretation-based  English reading  teaching.  It  shows  the  English  reading  based  on  text  interpretation  is conducive  to  the  growth  of  the  students'  English  reading  level  in  the  experimental class.


Chapter Five Conclusions

5.1 Major Findings
This research uses text interpretation as theoretical guidance. On the ground of previous related studies, the author mainly adopts experimental research methods and draws  conclusions  through  the  analysis  of  post-test  questionnaire  and  interview  as well.  Mining  hidden  information  is  for  improving  students'  reading  ability  and students  can  know  different  stylistic  features.  In  addition,  the  text  interpretation  can enable  students  to  integrate  text  information.  Through  a  semester  of  classroom teaching  practice,  the  research  found  that  high  school  students’  abilities  were improved with the use of text interpretation in reading teaching.
In addition, the reading teaching activities based on the text interpretation pays more  attention  to  the  explanation  and  analysis  of  the  genre,  context  and  cohesive means  of  the  text.  In  the  course  of  teaching,  teachers  can  enable  students  to experience  when  reading  articles  by  using  diverse  cultural  background  knowledge, observing the use of cohesive means and sorting out the development context of the article. Under the planned and conscious training and the inefficient reading situation will  be  improved.  The  desired  results  will  be  achieved  in  the  English  reading  test. When teachers use the text interpretation method, they do not directly instill profound theoretical  knowledge  into  students,  but  in  a  step-by-step.  They  plan  way  to  inspire and  guide  students'  reading  strategies  and  methods.  In  this  teaching  environment, students will strengthen the analysis and thinking of texts, master more strategies and skills  in  English  reading.  While  the  ability  is  improved,  students'  confidence  in learning  will  also  continue  to  be  increased.  Under  the  guidance  of  the  text interpretation,  the  author  observed  that  most  of  the  students'  concentration, enthusiasm,  reading  confidence  and  reading  performance  in  the  reading  class  have been  greatly  improved.  They  dare  to  overcome  reading  difficulties  and  obstacles. They  dare  to  challenge  more  difficult  reading  tasks,  and  their  sense  of  self-efficacy has been greatly improved.
reference(omitted)

如果您有论文代写需求,可以通过下面的方式联系我们
点击联系客服