思维导图在高中英语阅读中的应用研究-尹姣姣.docx

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1、分类号 : 硕 士 学 位 论 文 The Application of Mind Map in English Reading Teaching in Senior T i t l e : High School 题目 思维导图在高中英语阅读中的应用研究 学科、专业： 学科教学（英语 ) _ 研 究 方 向 ： _ 基础教育 _ 作 者 姓 名 ： _ 尹姣姣 _ 导师及职称： _ 许炳坤 _ 论文提交日期： _ 2016 年 5 月 _ 授予学位日期： 安徽师范大学学位评定委员会办公室 学 位 论 文 独 创 性 声 明 本人声明所呈交的学位论文是本人在导师指导下进行的研宄工作及取得的 研

2、宄成果，与我一同工作的同志对本研宄所做的任何贡献均已在论文中作了明 确的说明并表示谢意，除了文中特别加以标注和致谢的地方外，论文中不包含 其他人已经发表或撰写过的研宄成果。 学位论文作者签名： 签字日期： 年 月 日 学 位 论 文 版 权 使 用 授 权 书 本学位论文作者完全了解 安徽师范大学 有关保留、使用学位论文的规 定：学校有权保留并向国家有关部门或机构送交论文的复印件和电子版， 允许论文被查阅和借阅。本人授权 安徽师范大学 可以将学位论文的全部或 部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手 段保存、汇编学位论文。保密的学位论文在解密后适用本授权书。 学位论文作

3、者签名： 导师签名： 签字日期： 年月日 签字日期： 年月日 学位论文作者获学位后去向： 工作单位： 电话 : 通讯地址： 邮编 : The Application of Mind Map in English Reading Teaching in Senior High School 尹姣姣 安徽师范大学硕士学位论文 二 _六年五月 本论文经答辩委员会全体委员审查，确认符合安徽师范大学 硕士学位论文质量要求。 答辩委员会签名： 主席 ：（ 工作单位、职称 ） 委员： 导师： The Application of Mind Map in English Reading Teaching in

4、 Senior High School By Yin Jiaojiao Supervisor: Xu Bingkun Submitted to The School of Foreign Studies In Partial Fulfillment of the Requirements For the Degree of Master of Education in English Teaching Anhui Normal University Anhui, China May 2016 Acknowledgements This thesis is completed under the

5、 help of my supervisor, with his instructive suggestions and valuable comments on the writing of this thesis. He takes the utmost care both in the whole process of thesis writing and in my daily life. Without his invaluable help and generous encouragement, the present thesis would not have been acco

6、mplished. Besides, I want to thank my roommates. With their help and support, I finally can overcome various problems and complete this thesis. Whats more, I want to show my gratitude to all the teachers in Shenxiang senior high school and the 81 subjects in this study for providing me chances to do

7、 the study. I would also thank my beloved family for their loving support and great confidence in me all through these years. I also owe the gratitude to my friends, who spend a lot of time in listening to my complaint and in helping me solve problems. Last my thanks would go to my school-Anhui Norm

8、al University. I really have made great progress these years in this university. The strict academic spirit makes a stable foundation for my thesis today. I would like to express my gratitude to all those who sincerely helped me during the writing of this thesis. Abstract Reading is an important met

9、hod for human to get information and communicate with each other. It is also a kind of absolutely necessary recognition activity in human life. In the teaching field, the role of reading is self-evident. Mind Map, as an effective instrument to understand and organize knowledge, is the key to dig the

10、 potentiality of human brain. In English teaching, Mind Map can make the complicated content logical and systematic to help students get further understanding. The previous researches focus on English vocabulary and writing, demonstrating the efficiency of Mind Map in English education. However, the

11、 empirical study is insufficient. This thesis tries to continue to discuss the effect that Mind Map makes on students5 English reading from the perspective ofEnglish learning. The present study adopts an empirical study to investigate the effect of Mind Map and aims to answer the following three que

12、stions: Can Mind Map stimulate student5s English reading learning interest? (2) What effect does Mind Map have on students English reading? (3) Whats the feedback of senior high school students at different English levels towards Mind Map? The subjects are 81 students from two parallel classes in Sh

13、engxiang Senior High School. They are divided into EC and CC. There are 40 students in EC and 41 students in CC. In EC, the English reading is taught with Mind Map, while in CC, the English reading is taught with traditional methods. The pre-test is done both in EC and CC to ensure that students in

14、two classes are at the same English level. After a period of teaching, a post-test is done to certify whether the Mind Map can improve students English reading level, especially discourse comprehension ability. In EC, a questionnaire about English learning interest is done before and after the exper

15、iment. After the experiment, there is an interview needed to be done by the representatives at different English levels. It aims to collect the feedback of students attitude and suggestions aboutthe application of Mind Map in English reading class. After the research, the results of questionnaire, p

16、re-test and post-test are analyzed by SPSS17.0 to certify whether students interest is enhanced and whether the English level is improved. The major findings of this study are as follows: 1. The Mind Map can stimulate students English reading learning interest. Students make better performance in th

17、e aspects of class performance, language competence training, language knowledge learning, learning strategy, out-class performance, and test. 2. The Mind Map can improve students English level, especially the discourse comprehension ability. Students are more capable of making clear of the logical

18、relationship of discourse materials. 3. Students at different English levels have different attitude towards Mind Map. High-achievers can have a good command of Mind Map drawing, and they also try to use it actively. Intermediate-achievers can master the ability to draw Mind Map, and are willing to

19、apply it. These two kinds of people hold positive attitudes towards Mind Map. They are willing to continue to apply Mind Map in the process of English learning and try to use it in the process of other subjects learning. Low-achievers almost master this ability, and only can draw it under others hel

20、p. Due to the limited ability, the result is not as good as that of the previous two groups. Based on the research results, the author proposes some suggestions. Firstly, before the reading material, teachers should create various contexts to induce students to understand and summarize it. After the

21、 teaching process, some scattered knowledge should be assigned to be a knowledge network for the convenience of students memory and recalling. The present study inevitably has some limitations. Some related suggestions are also proposed in this thesis for future researches. Key Words: Mind Map; Engl

22、ish Reading; Learning Interest 摘要 阅读是人类获取信息，进行思想交流的一种重要手段，也是人类社会生活中 不可或缺的一种认知活动。在教育领域中，阅读的重要性更是不言而喻。思维导 图作为组织知识、表征知识的一种有效的助记工具，是帮助打开大脑潜力的钥匙。 思维导图在英语教学方面，可以使复杂的内容逻辑化、系统化，从而帮助学生理 解记忆。思维导图在英语词汇、写作方面研宄较多，大多是思维导图对英语教学 的有效性的阐述， 对于思维导图在英语教学方面的实证研宄还不够充分。因此本 论文试图从英语学习角度，继续探讨思维导图对学生英语阅读能力产生的影响。 本研宄试图回答以下三个问题：

23、 思维导图是否能激发学生学习阅读英语的兴趣？ 思维导图对高中生的英语阅读有何影响？ 不同英语水平的高中生对思维导图有何反馈？ 受试是 81 名普通高中的高二平行班学生，被分为两个班，控制班和实验班， 实验班 40 人，控制班 41 人。在控制班采用该校传统的英语授课方式进行授课， 在实验班采用思维导图的方式进行英语阅读的教学。在两个班同时进行前测，以 保证两个班的英语学习者英语水平相似。在完成一段时间的授课之后，再同时对 受试进行后测，检验思维导图是否可以提高学生的英语阅读水平，特别是语篇分 析能力。在实验班，分别在实验前和实验后进行关于英语学习兴趣的问卷调查。 在实验后期，对不同英语水平的学

24、生代表进行访谈，主要引导他们对实验期间思 维导图的实验效果进行反馈，并提出建设性意见和建议。 在实验结束之后，利用统计软件 SPSS 对问卷结果和前后测结果进行数据分 析，判断学生的兴趣是否有差异，以及英语阅读水平是否有差异。 主要发现为： 思维导图确实能激发学生英语 阅读的学习兴趣，学生在课堂表现、语言能 力训练、语言知识学习、学习策略、课外表现和测试方面都有显著改善。 思维导图可以提高学生的英语阅读水平，特别是强化语篇分析能力。受试 者对理清语篇的内在逻辑关系的认识和能力有了明显的提高。 不同英语水平的学生对思维导图的态度不同。高水平学习者能够较好的掌 握思维导图，也积极尝试使用思维导图；

25、中水平学习者能够掌握思维导图，愿意 使用思维导图。这两种学生对思维导图的态度都较为积极，愿意在将来的学习中 持续使用，并且尝试延伸到其 他学科的学习中。低水平学习者基本能够掌握思维 导图，在他人的帮助下能够使用思维导图，态度也较为积极，但因能力有限，使 用的情况和效果不如前两者好。 基于实验研宄结果，作者对英语的教与学提出了相应的建议。如：教师应该 多创设情境引导学生自己去理解、思考、总结以及归纳。教师在传授零散的知识 点之后要及时引导学生进行梳理，形成相应的知识系统，便于学生记忆以及回忆。 当然，本研宄也存在着不足之处。文中也提到了对以后相关研宄的意见和建议。 关键词 ：思维导图；英语阅读；学习兴趣