3種閱讀模式在高中英語(yǔ)教學(xué)中的使用



Contents
Abstract in English……………………………………………………………………1
Abstract in Chinese……………………………………………………………………1
1.Introduction………………………………………………………………………….1
2. Literature Review…………………………………………………………………..2
2.1 Reading…………………………………………………………………………………………...2
2.2 Three reading models…………………………………………………………………………….3
3.A description and the application of the three reading models in high--school
teaching………………………………………………………………………………..6
3.1Questionnaire…………………………………………………………………………………….6
3.2Application of the three reading models in high school teaching………………………………..7
4. Suggestions………………………………………………………………………...10
4.1Pre---reading…………………………………………………………………………………….10
4.2While---reading activities……………………………………………………………………….11
4.3Post----reading activities…………………………………………………………………….......11
5. Conclusion…………………………………………………………………………13
Appendix1…………………………………………………………………………….13
Appendix2…………………………………………………………………………….14
Bibliography………………………………………………………………………….14
Acknowledgements…………………………………………………………………...15

目   錄

英文摘要……………………………………………………………………….1
中文摘要………………………………………………………………………..1
1.引言 ………………………………………………………………………….1
2.文獻(xiàn)綜述………………………………………………………………………………..2
2.1閱讀……………………………………………………………………………………..2
2.2三種閱讀模式…………………………………………………………………………..3
3.三種閱讀模式在高中英語(yǔ)教學(xué)中的使用……………………………………….6
3.1問卷調(diào)查………………………………………………………………………………..6
3.2三種閱讀模式在高中英語(yǔ)教學(xué)中的使用……………………………………………..7
4.建議……………………………………………………………………………….........10
4.1閱讀前的活動(dòng)………………………………………………………………………….10
4.2閱讀中的活動(dòng)………………………………………………………………………….11
4.3閱讀后的活動(dòng)……………………………………………………………………….....11
5.結(jié)束語(yǔ)……………………………………………………………………….13
附錄1………………………………………………………………………….13
附錄2………………………………………………………………………….14
參考文獻(xiàn)………………………………………………………………………14
致謝詞…………………………………………………………………………………...15
 
Application of Three Reading Models in High-School Teaching
  
Abstract: How readers extract meaning from a text has long been a focus of attention. Various potential theories have been put forward by foreign experts. The major achievements and findings are top-down model, bottom-up model and interactive model. Most of the foreign and domestic researches on the three reading models mainly concentrate on the teaching of reading in the universities and colleges, and seldom put them into the use of high-school teaching. The paper is about the application of the three reading models in high-school teaching. A questionnaire is designed to describe teachers’ and students’ use of the three reading models, and the application of the three reading models is carried out to identify the importance of reading models in the teaching of reading. Some suggestions are proposed to help teachers design their own reading tasks and to help students improve their reading ability.
Key Words: top-down model; bottom-up model; interactive model; reading; teaching

       

摘要: 讀者如何閱讀一直是語(yǔ)言學(xué)家關(guān)注的焦點(diǎn)問題。 國(guó)外專家已經(jīng)提出了許多種閱讀理論。他們最突出的成就和發(fā)現(xiàn)就是三種閱讀模式,即:自上而下模式,自下而上模式和交互作用模式。國(guó)內(nèi)和國(guó)外對(duì)三種模式的研究大多是在大學(xué)里開展的,而在中學(xué)進(jìn)行的就很有限。本論文介紹了三種閱讀模式在高中英語(yǔ)教學(xué)中的使用。本論文針對(duì)教師和學(xué)生使用三種閱讀模式的情況進(jìn)行了問卷調(diào)查, 同時(shí)利用三種模式在閱讀中的應(yīng)用說明了它們?cè)陂喿x教學(xué)中的重要性。本論文還提出了一些建議幫助教師設(shè)計(jì)他們的閱讀教學(xué)和幫助學(xué)生提高閱讀理解能力。
關(guān)鍵詞: 自上而下模式; 自下而上模式; 交互作用模式; 閱讀; 教學(xué)