高中英語(yǔ)閱讀情景教學(xué)畢業(yè)論文

1、<p>　　分類號(hào)______________________ 論文選題類型 </p><p>　　U D C 編號(hào) </p><p>　　本科畢業(yè)論文（設(shè)計(jì)）</p><p>　　題 目 高中英語(yǔ)閱讀情景教學(xué)

2、</p><p>　　院 （系） 外國(guó)語(yǔ)學(xué)院 </p><p>　　專 業(yè) 英語(yǔ)語(yǔ)言文學(xué) </p><p>　　年 級(jí) 2009 級(jí) </p><p>　　學(xué)生姓名 黃 瑜 </p><p>　　學(xué) 號(hào) 2009212720

3、 </p><p>　　指導(dǎo)教師 余 波 </p><p><b>　　二〇一三年四月</b></p><p>　　Situational English Reading Teaching </p><p>　　in Senior High School</p><p>

4、　　A thesis submitted to the School of Foreign Languages CCNU</p><p>　　In partial fulfillment of the requirements for BA degree </p><p>　　In English Language and Literature</p><p>　　

5、by Huang Yu</p><p>　　Supervisor: Yu Bo</p><p>　　Academic Title: Lecturer</p><p>　　Signature:</p><p>　　April 2013</p><p><b>　　華中師范大學(xué)</b></p&g

6、t;<p><b>　　學(xué)位論文原創(chuàng)性聲明</b></p><p>　　本人鄭重聲明：所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下獨(dú)立進(jìn)行研究工作所取得的研究成果。除了文中特別加以標(biāo)注引用的內(nèi)容外，本論文不包含任何其他個(gè)人或集體已經(jīng)發(fā)表或撰寫的成果作品。本人完全意識(shí)到本聲明的法律后果由本人承擔(dān)。</p><p>　　學(xué)位論文作者簽名： 日

7、期： 年 月 日</p><p>　　學(xué)位論文版權(quán)使用授權(quán)書</p><p>　　本學(xué)位論文作者完全了解學(xué)校有關(guān)保障、使用學(xué)位論文的規(guī)定，同意學(xué)校保留并向有關(guān)學(xué)位論文管理部門或機(jī)構(gòu)送交論文的復(fù)印件和電子版，允許論文被查閱和借閱。本人授權(quán)省級(jí)優(yōu)秀學(xué)士學(xué)位論文評(píng)選機(jī)構(gòu)將本學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫(kù)進(jìn)行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存和匯編本學(xué)位論文。&

8、lt;/p><p><b>　　本學(xué)位論文屬于</b></p><p>　　1、保密 □ ，在_____年解密后適用本授權(quán)書。</p><p><b>　　2、不保密 □。</b></p><p>　?。ㄕ?qǐng)?jiān)谝陨舷鄳?yīng)方框內(nèi)打“√”）</p><p>　　學(xué)位論文作者簽名：

9、 日期： 年 月 日</p><p>　　導(dǎo)師簽名： 日期： 年 月 日</p><p><b>　　Contents</b></p><p><b>　　內(nèi)容摘要</b></p><p>　　目

10、前我國(guó)許多高中英語(yǔ)教師受傳統(tǒng)的應(yīng)試教育觀的影響，英語(yǔ)閱讀教學(xué)課堂上只重視語(yǔ)言知識(shí)的講解，而忽視了對(duì)學(xué)生的信息獲取能力和閱讀技巧的訓(xùn)練，教學(xué)模式單一，使學(xué)生喪失對(duì)英語(yǔ)閱讀課的興趣。隨著我國(guó)近年來(lái)對(duì)情景教學(xué)法研究的不斷深入，情景教學(xué)法以其生動(dòng)性和形象性也逐漸被一些老師運(yùn)用到課堂上，起到了激活英語(yǔ)課堂、調(diào)動(dòng)學(xué)生學(xué)習(xí)熱情的作用。</p><p>　　本文依據(jù)國(guó)內(nèi)外專家學(xué)者對(duì)情景教學(xué)法的研究及筆者的教學(xué)實(shí)習(xí)經(jīng)歷，采用文獻(xiàn)資

11、料法、教學(xué)案例分析等方法對(duì)情景教學(xué)法對(duì)我國(guó)高中英語(yǔ)閱讀教學(xué)的作用做了深入的探討。本文旨在為我國(guó)高中英語(yǔ)課堂教學(xué)的改革提供一些參考，并且為筆者將來(lái)的英語(yǔ)教學(xué)提供一些借鑒。</p><p>　　關(guān)鍵詞：情景教學(xué)法；英語(yǔ)閱讀教學(xué)；高中</p><p><b>　　Abstract</b></p><p>　　At present most high

12、school teachers in our country are deeply influenced by traditional exam-oriented concept. They attach great importance to language knowledge and conduct cramming teaching method but ignore the development of students’ a

13、bility of getting information and reading skills. The boring teaching model makes students lose interest in English reading. With further studies on situational teaching in recent years in our country, it is gradually us

14、ed in class by many teachers for its vi</p><p>　　The thesis, based on the studies of situational teaching abroad and home and the author’s teaching internship experience, mainly discusses the effects of situ

15、ational teaching on English reading teaching in senior high school through consulting literature and analyzing teaching cases. It aims at providing some references for the reform in English teaching in senior high school

16、 and helping improve the author’s future English teaching career.</p><p>　　Key words: situational teaching; English reading teaching; senior high school</p><p><b>　　ii</b></p>

17、<p>　　Introduction</p><p>　　Reading teaching is a very important part in English teaching for reading ability reflects one’s capacity of getting information. As is a major skill in the process of learn

18、ing English, reading is vital for students because it accounts for nearly 27% in the English paper of the college entrance examination. However, in China the situation of English reading teaching is not very good. There

19、are many problems in both students’ reading ability and teachers’ teaching methods. Many teachers have adop</p><p>　　Therefore, the current English reading teaching must be improved and reformed. With better

20、 understanding of the law and essence of foreign language teaching in recent years, more and more people advocate mobilizing the enthusiasm and initiative of students. Situational teaching, as an effective way to arouse

21、students’ learning interest, is more and more widely used in teaching. It can not only activate the conventionally boring English class, but also promote the reform in education and transfor</p><p>　　This th

22、esis mainly introduces situational teaching and its application in English reading teaching in Senior High School. It presents the definition, features and current studies of situational teaching, analyzes the current En

23、glish reading models and the problems of English reading teaching in senior high school of our country. Moreover, the fourth part combines situational teaching with English reading teaching. It points out the purposes of

24、 reading teaching and the functions of situational te</p><p>　　2. Literature Review</p><p>　　2.1 Definition of situational teaching</p><p>　　Psychologists think that situation is a

25、concrete environment which can stimulate people directly with biological and social meanings. It plays a certain role in activating people’s affection (Yu Aihua, 2011). Situational teaching is a teaching method that with

26、 the aim at achieving good teaching efficiency, teachers employ and create vivid and specific situations to arouse students’ emotional experience while teaching in order to help students understand teaching materials and

27、 develop their menta</p><p>　　2.2 Features of situational teaching </p><p>　　Situational teaching is more and more valued by educators and teachers for it has some distinguished features compare

28、d with traditional teaching method. It can provide visual teaching aids, keep students interested and get them actively involved in class (Xue Ning, Zhu Yingyu, 2011). The three features do not exist in isolation but inf

29、luence and promote each other. They will be introduced as follows.</p><p>　　1) Providing visual teaching aids</p><p>　　Providing visual teaching in situational teaching makes it vivid and figura

30、tive. The reason why traditional teaching can’t draw students’ attention is that teachers always use mechanical rigid teaching method, which may eventually make students lose interest in study (Xue Ning, Zhu Yingyu, 2011

31、). Visual aids are regarded as the most direct and effective means used in situational teaching (Qian Zhaoxia, 2011). Teachers can show students real objects. Powerpoint presenting is another frequently-us</p><

32、;p>　　2) Keeping students interested</p><p>　　Situational teaching should keep students interested in study. Most students are passive receiver in class now partly because classes are too boring to attract

33、 them. Being interesting in situational teaching is very important as it can make students participate in teaching process actively (Xue Ning, Zhu Yingyu, 2011). Teachers should design teaching situations according to st

34、udents’ psychological characteristics, that’s to say, taking pleasure in teaching. Playing games is an effective way to m</p><p>　　3) Getting students actively involved</p><p>　　The aim of learn

35、ing is to communicate with the world, especially in language study (Xue Ning, Zhu Yingyu, 2011). Teaching is an interactive process that teachers exchange with students so teachers should train students’ communicative ab

36、ility and skills while teaching. Situational teaching is to activate students’ enthusiasm and initiative to be active in class so getting students actively involved is a very important feature. Teachers should encourage

37、students learn to cooperate with others and </p><p>　　2.3 Studies on situational teaching </p><p>　　2.3.1 Studies of situational teaching abroad</p><p>　　Situational teaching emerge

38、d and became popular in England from 1930s to 1960s, and then has been valued in the educational world (Wen Jialing, 2008). Linguists and educators have conducted further studies about the function of situational teachin

39、g. The distinguished American educator Dewey attached great importance to situational teaching. He thought teachers should create situations and then set teaching aims and made plans to stimulate students’ learning motiv

40、ation and interest and inspire th</p><p>　　2.3.2 Studies of situational teaching in China</p><p>　　The exploration of situational teaching in China originated from the English Teaching started b

41、y Zhang Shiyi in 1948 (quoted in Qian Zhaoxia, 2011). The studies started with Li Jilin’s experiments of situational teaching. Li Jilin, the author of Experiments and Studies of Situational Teaching, Theory and Practice

42、of Situational Teaching, advocated teachers creating situations to help students acquire knowledge in practice. With his leading, the theory and practice of situational teaching in Chin</p><p>　　3. English R

43、eading Teaching </p><p>　　3.1 Definition of reading teaching</p><p>　　Reading is a complex intellectual activity to get knowledge from various written materials (Qian Zhaoxia, 2011). It’s a very

44、 crucial way to learn English, and the foundation of acquiring linguistic knowledge, getting information and improving language application ability (Li Hui, 1999). Reading ability reflects one’s integrated language appli

45、cation ability and is very important among the four abilities (listening, speaking, reading and writing) in the process of second language acquisition (Qian</p><p>　　3.2 Models of reading teaching </p&

46、gt;<p>　　Reading comprehension is a process that readers exchange with reading materials. Authors encode the information in their mind to form discourses and readers decode them to get information (Deng Shangshang

47、, 2009). There are three types of models in reading ---- bottom-up reading model, top-down reading model and interactive reading model (Qian Zhaoxia, 2011). Therefore, there are also three models of reading teaching corr

48、espondingly. They will be listed as follows. </p><p>　　3.2.1 Bottom-up model</p><p>　　In 1970s, some experts and scholars in linguistics put forward the bottom-up reading model (Qian Zhaoxia, 2

49、011). According to bottom-up reading model, reading is primarily a decoding process of reconstructing the author’s intended meaning by recognizing the printed letters and words, working out sentence structure and buildin

50、g up a meaning for a text from the smallest textual units at the “bottom” (letters and words) to larger units at the “top” (phrases, clauses, etc.) (Xu Quan, Wang Ting, 2010</p><p>　　Many teachers use this m

51、odel while teaching reading. In this model, teachers emphasize vocabulary and grammar and analyze the grammatical structure and reading materials carefully, but ignore the context and the development of students’ logical

52、 and cognitive capacity (Deng Shangshang, 2009). Students, under the influence of this teaching model, often know the internal sentence structure and the meaning of the whole sentence but lack understanding of the whole

53、text and context. It may result in t</p><p>　　3.2.2 Top-down model</p><p>　　To avoid those disadvantages in the bottom-up reading model, American psychologist Goodman proposed the top-down readi

54、ng model (Deng Shangshang, 2009). In this model readers can be more active. They draw on their own intelligence and experience to understand the text (Xu Quan, Wang Ting, 2010). Goodman (1967) said it’s unnecessary for r

55、eaders to read every letters and words. They just need select necessary information to predict the meaning and content of text, and then confirm their assumptions</p><p>　　Some teachers may use this model to

56、 train students to find clues and make correct predictions while reading. It emphasizes students’ thinking process of deducing and predicting. Students’ reading speed can also be improved. But there also exist some limit

57、ations in this teaching model. It ignores detailed information of the text and may lead to subjective judge about the text. </p><p>　　3.2.3 Interactive model</p><p>　　To find a better model that

58、 contains the advantages both in the bottom-up reading model and the top-down reading model, famous American artificial intelligence expert Rumelhart founded the interactive reading model based on summing up the experien

59、ce of others and latest achievement in the field of artificial intelligence (Deng Shangshang, 2009). In practice, readers often shift from different models to deal with information, which not only guarantees readers’ acc

60、urate predictions of the text, bu</p><p>　　According to studies on the three reading models above, efficient reading model is the interactive model. However, teachers seldom employ the interactive model whil

61、e teaching reading. This model attempts to take into account the strong points of the first two models, and tries to avoid the criticisms leveled against each, making it one of the most promising approaches to the theory

62、 today (Xu Quan, Wang Ting, 2010). Reading is neither bottom-up nor top-down. It’s actually a combination of the two</p><p>　　3.3 Problems of English reading teaching in senior high school</p><p&g

63、t;　　The National English Teaching Syllabus (2003) clearly said that the English teaching aims in senior high school stage is to develop students’ listening, speaking, reading and writing abilities, and it emphasizes that

64、 teachers should pay more attention to fostering the reading ability of students. But in our country, there exist many problems in English reading teaching. </p><p>　　For most teachers, they are greatly infl

65、uenced by traditional behindhand teaching beliefs. They use the bottom-up model in English reading teaching. They usually emphasize the vocabulary and grammar, and translate texts sentence by sentence, but pay little att

66、ention to training students’ reading skills and ignore the understanding of the whole passage. Reading strategies and skills are seldom taught in class and lots of after-class exercises are left for students to consolida

67、te linguistic knowle</p><p>　　For students, they also have many problems in English reading study. The first one is the shortage of vocabulary. It will be difficult for readers to understand the meaning of t

68、he text and the real intension of the author if readers don’t know little vocabulary, so knowing more vocabulary is very important to improve reading speed and comprehension. Secondly, many students lack enough English c

69、ultural background knowledge for they have little spare time under the heavy study burden. Thirdly, stu</p><p>　　All of these make English reading classes boring and results in inefficient teaching effect. T

70、herefore, English reading teaching need to be improved immediately. Teachers should adopt the interactive reading teaching model while teaching and take measures to train students’ reading skills and arouse their reading

71、 interest. Situational teaching is helpful to solve these problems by creating situations or language environment for teachers to conduct interactive reading teaching model. As an effect</p><p>　　4. Situatio

72、nal English Reading Teaching</p><p>　　in Senior High School</p><p>　　The former part of the thesis pointed out that the traditional reading teaching method is boring and students have the proble

73、ms of lack of interest, background knowledge, vocabulary and reading skills. Situational teaching has the features of providing visual teaching aids, keeping students interested and getting students actively involved. It

74、 is good to help students understand reading materials better, keep them interested, stimulate their thinking and improve their language application abilit</p><p>　　Reading teaching usually consists of three

75、 parts: pre-reading stage, while-reading stage and post-reading stage. In the pre-reading stage, teachers can create situations to arouse students’ interest and provide background knowledge; in the while-reading stage, t

76、eachers can create related language environment to help students learn vocabulary and get information or train their reading skills; in the post-reading stage, teachers can create situations for students to consolidate t

77、heir knowledge and</p><p>　　The following will tell how situations can be created in each stage of reading teaching and give some teaching cases in detail. </p><p>　　4.1 Pre-reading stage</p

78、><p>　　Pre-reading part of reading teaching is the first part of the reading teaching process. It leads in the text and paves way for the reading teaching. It doesn’t take too much time but is very important. T

79、he aims of reading teaching in pre-reading stage are to arouse students’ interest in the topic and introduce some background knowledge to help them better understanding the text. To achieve the aims, teachers can create

80、situations by presenting pictures, asking questions and so on.</p><p>　　1) Creating situations to arouse students’ interest in the topic </p><p>　　Many students think reading is boring so they a

81、re passive in reading class. As is known to all, interest is the best teacher. To improve the teaching efficiency, it’s very important for teachers to arouse students’ interest in the topic. As is mentioned before, Situa

82、tional teaching has the feature of keeping students interested, so teachers can use situational teaching method. Common situations created in the leading-in part are picture situation.</p><p>　　Presenting pi

83、ctures is a very figurative way to convey information. Providing pictures is an effective way to draw students’ attention and at most time it’s easier to understand than written words for students. Teachers often introdu

84、ce the topic and keep students interested by giving pictures. For instance, the topic of Unit 1 in the Textbook 6 in senior high school is Art. Art is very abstract and difficult for student to understand and students ma

85、y have no interest. Teachers can create a situa</p><p>　　Creating situations to introduce background knowledge of the text </p><p>　　Background knowledge is very important in reading, and lack o

86、f background knowledge can affect students’ correct understanding of the text. But many students have little knowledge about things outside textbook because of heavy study load and the exam-oriented concept. So teachers

87、should introduce background knowledge in the pre-reading stage. Situational teaching is helpful to make students receive information better in a certain situation. Question situation is a good way for teachers to introd&

88、lt;/p><p>　　Asking students questions about the topic to make them think, inviting them share ideas and then providing answers to make them know is the common procedure of question. Teachers should design a ser

89、ies of questions related to the topic to introduce background knowledge to students step by step. For instance, Unit 4 in the Textbook 2 is about wildlife protection. Teachers can firstly ask students “what animals do yo

90、u know?” to introduce animals, then ask “which are endangered animals?” to lead in</p><p>　　4.2 While-reading stage</p><p>　　While-reading part is the major part in the reading teaching process.

91、 In this stage, students can get information of the text and develop their reading strategies and skills. Making students get information and teaching reading strategies to improve their reading skills are the major aims

92、 of reading teaching. And many students participate in class passively. Situational teaching has a feature of getting students actively involved. It can help students understand the text better and train their r</p>

93、;<p>　　Creating situations to help students get information </p><p>　　Getting information from reading materials is the basic aim of reading teaching. A good reader should be clear about information m

94、entioned in the text and know the author’s intension. Situational teaching can help students understand the text better. Teachers can create a situation according to the content of the text for students to act.</p>

95、<p>　　Role playing can give students a feeling of actually being there. It helps students understand the characters better and get emotional experience. It’s also very interesting. For example, the text of Unit 4

96、in Textbook 2 is a narration, which mainly tells the wonderful experience of a girl called Daisy and how she learned to protect wildlife. She went to three places and met three animals in total by a flying carpet. Teache

97、rs can design four scenes—Daisy’s home, Tibet, Zimbabwe, the rainforest a</p><p>　　Creating situations to teach vocabulary</p><p>　　Vocabulary teaching is a part of reading teaching in the while

98、-reading stage. Reading text is formed based on vocabulary. Knowing enough vocabulary is very important for good reading comprehension. One of factors that result in difficult in the process of reading for students is th

99、at they don’t know the words. And most students complain that the efficiency of memorizing words is low. They always forget the words they just memorized. Vocabulary teaching should be in certain context. Situational t&l

100、t;/p><p>　　Teachers can design a short passage to create a context for students to use the words appearing in the text. For example, new words mentioned in the text of Unit 1 in Textbook 6 are evident, adopt, p

101、ossess, superb, a great deal, ridiculous, controversial, on the other hand and predict. The topic of the text is the short history of western painting. Teachers can select these words from the text and use them as key wo