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泛读认知和泛读教学的探讨

时间:2021-08-17 来源:未知 编辑:梦想论文 阅读:
Preface
 
 
 
Extensive reading in language learning the important role both in the old proverb, phrase or in our ancestors is a master of language learning experience and rich teaching and research have been confirmed. 2011 issued the "compulsory education curriculum standards in English" (Ministry of education, 2012) also on English reading reached the "quality" and "quantity" of the provisions, teachers are encouraged to carry out extensive reading teaching and guidance of extensive reading activities. To carry out the teaching of extensive reading, first of all, the teacher need to understand reading "is what" "read what" and "how to read", which involves the teacher of reading cognitive. Teachers reading cognition is the teacher of reading belief, knowledge, attitudes, and thinking, it has a direct impact on extensive reading teaching behaviors of teachers. This article, from the perspective of Teacher Cognition of reading cognition of teachers and teaching behavior of the investigation, understand the teacher's cognition of English extensive reading and their reading teaching behavior and from the teacher education, explore strategies to promote to improve the teachers' reading cognitive and extensive reading teaching.
 
Two, the theoretical background of the study
 
(a) extensive connotation
 
Since the concept of Palmer in the last century of reading since reading it received widespread attention in the field of two language research. Many researchers from different perspectives on the connotation of reading. Hafiz and Tudor (1989) that extensive reading is in a certain period of time to read a lot of foreign language materials, this reading is for personal interest and amusement, no additional output tasks or language activities.
 
Carrell and Carson (1997) also hold the same view, in their view, extensive reading is reading fast large amounts of data or read length is longer, usually a book, the purpose of reading is overview about reading content. In the process of reading the reader mainly focus on reading content rather than the form of language. Carrell (1998) in the subsequent study is pointed out that extensive reading is not the purpose of learning to read, but by reading to learn. In addition, other scholars from different angles to the definition of extensive reading.
 
Day and Bamford (2002) and Prowse (2002) put forward 12 principles for successful reading, these principles include: (1) reading material is easy to understand; (2) the content of the reading material must be wide, easy to obtain; (3) reading materials are not only interesting, but also can make learners deeply involved. To promote learners' reading; (4) choose their own reading materials to learners; (5) a large number of learners' reading, often reading; (6) the purpose of reading is to obtain information and pleasure, overall understanding; (7) reading itself is a reward; (8) reading faster; (9) reading is individual, quiet behavior; (10) do not need to complete the reading exercises, answer questions, take the exam, with the help of a dictionary; (11) teachers' reading on learners' guidance; (12) Teachers Is a reader's role model.
 
These principles from the point of view of (1, 2, 3), reading characteristics (6, 7, 8, 9, 10) characteristics of the reading materials, learning behavior (4, 5) and teachers (11, 12) of extensive reading do detailed explanation, many researchers agree, for later research production has great influence.
 
(two) the meaning of teachers' Cognition
 
Teacher's cognitive research began in 1970s, its research content and research paradigm with the development of educational thoughts, and constantly expand and develop, the connotation and extension of the concept also has its evolution and development. In the 70s of the 20th century, with the rise of cognitive psychology, the research on knowledge obtained and skills development research by stressed "experience and reinforcement learning process as a result of behaviorism paradigm to emphasize cognitive paradigm" information processing ".
 
 
The researchers believe that teachers in the teaching process faced with many complex and changeable information, how to understand the information and make the corresponding teaching decisions in the classroom to determine the occurrence of all. Therefore, it is the thinking, judgment and selection process that teachers face when they are faced with complex situations, that is, the process of teaching and learning. With the deepening of teachers' cognitive research, teachers' personal practical knowledge has become the new connotation of teachers' cognitive concept. Personal practical knowledge refers to the construction of the practice, different from the previous theoretical knowledge and direct effect on the teaching behavior of teachers personal views, norms and beliefs and so on.
 
 
 
In 1990s, with the study of the theory of social culture, teaching environmental factors began to appear in the study of teachers' cognition. This environment includes the social culture and the community and so on, also includes the teacher in the school and the classroom and so on the small environment.
 
Second the research of teacher's cognition in the field of language education has been gradually developed in 1990s. After more than ten years of rapid development, it has become an important field of teacher education research. Borg (2006) based on the study of teacher cognition in the field of second language education, this text put forward the theoretical framework of the two language teachers' cognitive research. According to this framework, there are four main factors that influence teachers' cognition: previous knowledge and experience, professional course learning, situational factors, classroom teaching practice. Interaction relationship between these factors: professional course learning affect the formation of previous knowledge and experience; situational factors not only influence teachers' cognitive development and the impact of teachers' classroom teaching practice; between the cognition of the teaching practice and teaching is a mutual influence relations.
 
Three, investigation and analysis
 
(a) sample selection
 
The sample of this study is to participate in the 2013 Gansu Province, "provincial training plan" of the secondary school English teachers in and participate in the "national training program" in Northwest Normal University Xinjiang 58 teachers, a total of 115 people. They all teach in junior high school, and have taught at least one round of junior high school three grades of teaching, most of the backbone of the school teachers, with a certain representation (see Table 1).
 
Table 1 sample statistics
 
 
 
(two) survey method
 
Based on the research methods of teachers' cognition, this study combined with the research questions itself, using the methods of questionnaire survey and structured interview. Questionnaire is mainly used to understand teachers' cognition of extensive reading, semi structural interview is mainly used to understand the teachers' reading teaching practice.
 
(three) survey tool
 
Research tools in this study include cognitive reading practice teaching questionnaire and teacher interview outline reading. Questionnaire mainly theoretical basis for the definition of reading, combined with related research and English teaching the actual situation, from the three dimensions of reading nature and reading materials, students' and teachers' behavior using Likert scale compiled in the form of, to teachers to understand the reading cognitive. After the completion of the questionnaire, a small range of pre survey and interviews were conducted. The questionnaire was revised according to the opinions of the teachers participating in the survey. Interviews are mainly from teachers about reading teaching arrangement, teaching behavior and influencing factors of several aspects.
 
(four) analysis and discussion of the survey results
 
1 to understand the essence of reading
 
The cognition of the essence of reading is of extensive reading "is what" cognitive, mainly including three aspects of the reading purpose, function and process. Statistical results show that (see Table 2), nearly half of the teachers for extensive reading "is what" with certain cognitive, but their cognitive still in shallow level, has not formed the systematic and scientific reading cognitive system, quite a few teachers also believe that extensive reading is to learn language learning language), but little is known of language and learning (learningwith language) is a extensive reading activities. In the extensive reading of the objective cognition, to "language learning" and "physical and mental pleasure, access to information" proportion almost evenly divided, respectively, reached nearly 57% and 61%. In extensive reading role cognition, to extensive reading in language knowledge and reading writing to improve the skills of dominant role in promoting understanding more clearly, and for extensive reading in heard and affective strategies to promote the non direct implicit function is lack of understanding; in the extensive reading cognitive process, due to recognize the limit, many teachers chose to ambiguous attitude.
 
 
表 2 教师对泛读本质的认知数据统计(%)
 
 
 
 2 of the cognitive reading materials
 
The cognition of reading materials are mainly four aspects of cognition of "what to read", investigation mainly related to material degree of difficulty, the choosing subject, scope and content. According to the results of the survey (see Table 3), in the cognitive difficulty of reading materials, survey the different angles, teachers of "extensive reading materials is more easily to understand" identity is not the same degree of. In a positive perspective, close to 57% of the teachers agree, and in the opposite angle is less than 35%. In the cognition of difficult to read materials, the results are relatively consistent, most of the teachers do not agree with the more difficult to read the material. In the range of reading materials, close to 61% of the teachers recognized "extensive reading materials to Canton, 39% of the teachers approve" extensive reading materials should start with teaching material as the center ". In extensive reading materials of subject selection, close to 48% of teachers agree with teacher's choice ", slightly higher than the 43% of the teachers agree that" students ". In the extensive reading materials, close to 57% of teacher identity "interesting", another 13% of the teachers hold opposing views.
 
Table 3 data on Teachers' cognitive reading materials Statistics (%)
 
 
 
The data show that on extensive reading materials formed cognitive science teacher ratio is not high, not accounted for the experiment group the most. In addition, the survey point of view is not the same, the teacher's response to the same problem also has a certain difference. At the same time, the problem is not clear at the time, many teachers choose a neutral uncertainty. This shows that teachers' cognition of reading materials are not systematic and scientific, easily affected by external factors. To the extent possible with the teachers of reading essence is not clear about.
 
The behavior of teachers and students in the cognitive Reading 3
 
Teachers and students involved in extensive reading behavior is the main problem of teachers and students "how to do". Dimensions for teachers' behavior is mainly to understand the role of teachers in students' reading activities and student behavior dimension is mainly understand teachers of "students should be how to extensive reading" view.
 
The results of the survey (see Table 4) show that most of the teachers on their roles and students how extensive reading is relatively scientific understanding, but due to the influence of exam oriented education, some teachers still think reading and practice, testing and other activities together.
 
Table 4 cognitive teachers on teachers and students in reading in Statistics (%)
 
 
 
The teaching practice of the 4 reading
 
Teachers' reading teaching practice is mainly "teachers do what, how to do". The investigation of this problem may reflect the teachers' reading cognitive from another angle, reveal the influence factors of the formation of extensive reading teacher cognition. Ways of investigation of the problem should generally be through classroom observation, but due to the particularity of the extensive reading teaching practice sometimes observed the week may not be able to draw an objective conclusion. Therefore, this study used the way of in-depth interview. Interview subjects to choose the combination of voluntary participation and random way, teacher interview 27 people. Among them, 17 female teachers, male teachers in 10; teaching 5 - 8 years 12 and teaching experience for 8 years or above of 15 people. The interview content mainly includes the following several problems: (1) do you have any English reading? There is no learning, understanding of relevant aspects of the reading? If yes, please list the related materials; (2) have carried out extensive reading teaching in the classroom teaching? What are the main measures? If not, why? (3) have encouraged students to carry out extensive English activities? What are the specific measures? (4) the students reading activities have no corresponding monitoring or incentive mechanism? Specific approach is what? (5) to carry out extensive reading teaching, you feel the need to improve what?
 
For the problem (1), most respondents have made a positive answer, but it is difficult to cite specific examples. Only less than 10% of the respondents said they would read the "twenty-first Century" "English world", "English weekly" and other English publications. For the study of extensive reading, almost no one can give the appropriate examples. For the problem (2), most interviewees answered "almost no" or "very little"". The three main reasons: one is "in the classroom reading teaching is training students' reading skills, extensive reading is an extracurricular activity"; second is "the heavy task of teaching, no time to carry out extensive reading teaching"; third is the lack of resources, had nothing to read. " Less than 20% of the interviewee said "sometimes in class to carry out extensive reading teaching, reading some interesting English data, but the frequency is very low, close to once a month."
 
 
 For the problem (3), more than 90% of the respondents are given a positive answer, the main measures include: (1) arrangements for students according to their interest in collecting and reading materials, and to introduce students; (2) to students recommended or find some reading materials for students, such as newspapers, magazines, Internet download data; (3) to guide students how to carry out extensive reading; (4), urged schools to buy related reading materials; (5) and student exchanges reading experience.
 
For the problem (4), nearly 35% of respondents gave a positive answer, taking measures mainly to write reading notes, read the recommendation or exchange, as well as reading comprehension exercises to explain". The main reason for the negative answer is "the teaching task is heavy, and the student" s learning time is tight ". Some respondents believe that "reading is mainly to mood, access to information, not necessary to monitor".
 
Respondents were most likely to respond to questions (5), which may be related to the problem of expressing their feelings. Their urgent requirements mainly concentrated in: plenty of time, rich and suitable for students to read the resources, changing course content and the way of assessment, a clear reading position.
 
Interview results show that many teachers know what they should do, but because of the influence of various factors, in practice, but not put into practice. It has a certain relationship to a great extent, and the teachers' perceptions of their reading. In addition, their own learning and teaching practice is an important factor to promote the development and formation of teachers' cognition. And its practical experience of lack, and may lead to teachers fail to form a scientific and systematic reading cognitive system is one of the main reasons. More unfortunately, they will failed to carry out extensive reading practice is mainly due to the objective aspects, and in them to all "to carry out extensive reading activities of hope", the proposed almost all objective, almost no people put forward to promote their cognitive development and change of the appeal.
 
In addition, although the vast majority of teachers have said they encourage students to carry out the extensive reading activities, but this may be carried out in recent years, the new curriculum training and not a real teacher this form the cognitive science. The number of students to monitor and supervise the activities of the low proportion of reading from another side also confirmed the judgment.
 
Four, enlightenment
 
(a) the establishment of pre reading curriculum integration and post training training
 
According to Borg (2003) teachers' cognitive system, professional curriculum learning is an important factor that affects teachers' cognition. Therefore, it is particularly important to the integration of reading curriculum system construction of teacher education for teachers' reading cognitive form. The curriculum of teacher education mainly includes pre job training and post job training. Integration of extensive reading course system is based on the construction phase of the pre training and post training of the different learning objectives, methods and time factors focused and coherent extensive reading course system. Pre service training courses to focus on through the reading of scientific curriculum system and the success of learning development learner language knowledge and language skills, promote learning formation of extensive reading of positive emotion and cognitive science; learning with the guidance of teachers and learners autonomous learning combined. Vocational training is designed to help teachers to understand the reading teaching theory, forming teaching concept, master the extensive reading teaching methods, so as to construct a scientific system of extensive reading cognitive and its mission to focus on reading theory and reading teaching and research learning and discussion and learning way to cooperation, and explore. So through the guidance of extensive reading and extensive reading learning and extensive reading theory and case study explore a combination of integrated curriculum arrangement, can effectively promote the formation of scientific reading teacher cognition.
 
(two) to strengthen the individual learning, reading concept update
 
Individual previous knowledge and experience is another important factor that affects teachers' cognition. Personal knowledge and experience are mainly derived from the individual learning experience. The survey found that due to the influence of many factors, there are few teachers to carry out independent reading learning, of extensive reading of relevant theories and research is poorly understood. This may be one of the main reasons of teachers' reading cognitive level is not high. Therefore, to establish a scientific concept of updating the reading, reading cognitive system, teachers should start from their own learning. The teachers to develop their own good reading habits and reading experience fun, establish "reading to learn" learning concept, accumulated successful experience in reading, the students reading to make an example of. At the same time, teachers also need to strengthen the reading theory and the related research and practice of learning, familiar with the scientific concept of reading, to understand the effective reading teaching methods, to lay the foundation for the development of extensive reading teaching practice.
 
 
(three) actively carry out extensive reading teaching and research practice, enhance the level of reading instruction
 
Personal practical knowledge is another important factor that affects teachers' cognition. The difference between it and the theory knowledge is that it directly from the teacher's extensive reading teaching and research practice and has a direct effect on the. Therefore, the accumulation of rich and scientific personal practical knowledge of teachers need to actively carry out extensive reading teaching and research practice. Extensive reading teaching practice to grasp the "reading for pleasure or information," the basic idea and teaching focus on method of instruction and interest excitation, extracurricular practice pays much attention to the activities of the organization, habit training and support for reading, gradually formed in class and extracurricular integration, teachers guidance and students independent binding of extensive reading teaching model. Extensive research is under the guidance of cognitive reading practice, but also to further deepen the cognition of reading.
 
Teachers can according to individual, student and school characteristics and conditions, and actively explore the extensive research activities. Research contents include extensive reading method guidance and experimental, reflection of extensive reading teaching practice, extensive reading resources development, students reading present situation investigation, research can be a way to explore the individual can also be cooperative research.
 
(four) the development of extensive resources, to create conditions for the conduct of English Extensive Reading
 
Extensive reading resources development process is not only promote scientific reading teacher cognition forming process, but also improve the teachers' language knowledge and language skills and to create a good reading atmosphere also positive role in promoting. In the full understanding of the language level and reading interest and learning needs based learning, based on the purpose of reading plans for extensive reading resources development. The main development of reading resources are students, teachers should mobilize students' enthusiasm to participate in reading resources development. Let the students in the process of searching, screening, screening and sharing of resources, to experience the diversity of resources, improve awareness of resources and resources to identify the ability to enjoy the fun of resource sharing. Teachers should guide and support the development of the students' resources, identify and classify the resources of development, establish the resource database, and create the conditions for the sharing of resources and long-term use.
 
Five, the conclusion
 
Extensive reading in foreign language learning has a extremely important role and extensive reading activities to carry out direct effect on teachers of reading cognitive level. Therefore, teachers should seriously extensive reading course learning at the same time, and actively carry out various forms of self reading practice, efforts to improve the cognitive level of extensive reading, set up the scientific foreign language learning and teaching philosophy, positive guidance and participate in the development of English reading resources, to carry out English Extensive Reading to create conditions to scientific organizations to carry out English extensive reading activities, promote learners' learning style transformation, to develop the habit of reading and enable learners through various forms of extensive reading activities, English learning and acquiring knowledge, emotional development as well as the ability to improve together, so as to improve the learner's comprehensive language application ability.
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