本論文以浙江工商大學(xué)150位非英語(yǔ)專業(yè)大一學(xué)生為研究對(duì)象,以魯姆哈特(Rumelhart)等人的圖式理論為基礎(chǔ),以一份調(diào)查問卷為研究工具,以讀前活動(dòng)、讀中活動(dòng)、讀后活動(dòng)及語(yǔ)言圖式、內(nèi)容圖示、形式圖式為維度,研究大學(xué)生對(duì)大學(xué)英語(yǔ)閱讀課堂中英語(yǔ)教師教學(xué)活動(dòng)的感知與期望。 該研究的意義：1)豐富了圖式理論在英語(yǔ)閱讀教學(xué)中的研究;2)老師使大學(xué)英語(yǔ)教師通過學(xué)生的感知來更好地了解自己的英語(yǔ)閱讀教學(xué),了解學(xué)生需求,與學(xué)生共同探討如何能使其更好地閱讀。 主要研究結(jié)果包括：1)從英語(yǔ)閱讀教學(xué)階段來看,學(xué)生普遍認(rèn)為教師更注重采用讀前活動(dòng)；學(xué)生對(duì)讀后活動(dòng)和讀前活動(dòng)的期望相當(dāng)。2)從三種圖式分類來看,學(xué)生認(rèn)為在整個(gè)閱讀過程中,英語(yǔ)教師普遍注重采用與語(yǔ)言圖式相關(guān)的教學(xué)活動(dòng)。其中教師在讀前和讀后相對(duì)注重采用與語(yǔ)言圖式相關(guān)的教學(xué)活動(dòng),在讀中相對(duì)注重采用與內(nèi)容圖式相關(guān)的教學(xué)活動(dòng)；在整個(gè)閱讀過程及讀前、讀中和讀后三個(gè)階段中,學(xué)生對(duì)與語(yǔ)言圖式相關(guān)活動(dòng)的期望最高,對(duì)與內(nèi)容圖式和形式圖式相關(guān)的教學(xué)活動(dòng)也有較高期望。 基于上述研究結(jié)果,本文提出的教學(xué)建議：1)從英語(yǔ)閱讀教學(xué)階段來看,大學(xué)英語(yǔ)教師應(yīng)在重視讀前活動(dòng)的基礎(chǔ)上,注重...

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【學(xué)位級(jí)別】：碩士

【文章目錄】：
ABSTRACT
摘要
List of Figures and Tables
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Schema Theory
        2.1.1 Development of Schema
        2.1.2 Classification of Schema
            2.1.2.1 Linguistic Schema
            2.1.2.2 Content Schema
            2.1.2.3 Formal Schema
    2.2 Reading Comprehension
        2.2.1 Definition of Reading
        2.2.2 Process of Reading
        2.2.3 Models of Reading
    2.3 Schema and Reading Comprehension
        2.3.1 Foreign Research on Applying Schema Theory to English Reading
        2.3.2 Domestic Research on Applying Schema Theory to English Reading
Chapter Three Theoretical Framework
    3.1 Schema and Three Reading Phases in Reading Process
    3.2 Pre-reading Activities to Activate and Construct Schema
        3.2.1 Previewing
        3.2.2 Semantic Mapping
        3.2.3 Questioning
    3.3 While-reading Activities to Instantiate Schema
        3.3.1 Skimming, Scanning and Detailed Reading
        3.3.2 Interpreting Discourse Markers
    3.4 Post-reading Activities to Consolidate, Modify and Reconstruct Schema
        3.4.1 Questioning
        3.4.2 Discussion
        3.4.3 Summarizing
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
    4.4 Data Collection and Procedures
Chapter Five Results and Discussion
    5.1 General Perceptions and Expectations of Teachers' Teaching Activities
        5.1.1 Students' Perceptions of Teachers' Teaching Activities
        5.1.2 Students' Expectations of Teachers' Teaching Activities
        5.1.3 Summary
    5.2 Students' Perceptions and Expectations of Teachers' Teaching Activities in Pre-reading Phase
        5.2.1 Students' Perceptions of Teachers' Teaching Activities
        5.2.2 Students' Expectations of Teachers' Teaching Activities
        5.2.3 Summary
    5.3 Students' Perceptions and Expectations of Teachers' Teaching Activities in While-reading Phase
        5.3.1 Students' Perceptions of Teachers' Teaching Activities
        5.3.2 Students' Expectations of Teachers' Teaching Activities
        5.3.3 Summary
    5.4 Students' Perceptions and Expectations of Teachers' Teaching Activities in Post-reading Phase
        5.4.1 Students' Perceptions of Teachers' Teaching Activities
        5.4.2 Students' Expectations of Teachers' Teach ing Activities
        5.4.3 Summary
Chapter Six Conclusion
    6.1 Major Findings of the Study
    6.2 Pedagogical Implications of the Study
    6.3 Limitations of the Study and Suggestions for Further Research
References
Appendix 1 大學(xué)英語(yǔ)閱讀課堂教學(xué)調(diào)查問卷
Appendix 2 Born to Win
Acknowledgements



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