共查询到20条相似文献，搜索用时 156 毫秒
1.
笔者以英语专业学生为实验对象,进行了基于SBI模式的阅读策略培训实验,运用定量研究方法,分析了策略培训对学生阅读能力的影响。结果表明,SBI策略培训对提高学生整体阅读理解水平有显著作用,同时极大地提高了学生猜测词义、推论作者观点、结构分析、综合推理以及寻读的能力。与课外策略兴趣小组活动相结合的SBI策略培训模式有效地促进了学生猜测词义和寻找或推论作者观点的能力;课外策略兴趣小组活动是SBI策略培训的一种切实有效的补充形式。 相似文献
2.
蔡月燕 《福建基础教育研究》2015,(4):63-65
本文运用定量研究方法,对初三学生进行历时一学期的英语阅读策略训练的实验研究,分析了SBI模式的阅读策略训练对初中学生阅读能力和策略意识的影响。结果表明,SBI模式在初中英语阅读教学中是可行和有效的。 相似文献
3.
本文对某民办院校学生进行了课堂阅读策略培训的实证研究,对培训前后的阅读测试成绩数据运用SPSS11.5进行了定量分析,探讨了课堂阅读策略培训对民办院校学生阅读理解能力的影响.结果表明学生整体阅读理解水平和阅读速度显著提高.除了查找细节的能力与对照组无明显差异外,实验组学生把握文章主旨、进行综合性推理及推测词义的能力都有了显著提高. 相似文献
4.
阅读策略是影响阅读能力的主要因素之一。中外策略研究结果显示策略是可培训的并对提高阅读能力有促进作用。教师要在阅读教学中确立自己的策略培训者角色，并对阅读策略进行培训以提高学生的阅读能力。 相似文献
5.
邓昕 《湘潭师范学院学报(社会科学版)》2008,30(6):182-183
通过为期一个学期的实证研究,探讨在高职学生阅读教学中融入元认知知识和策略培训是否能提高学生的元认知能力,是否能明显提高学生的英语阅读效果。研究结果表明,在阅读教学中融入元认知策略培训效果明显,学生的元认知能力明显增强,英语阅读水平快速提高。本文还总结了在阅读教学中运用元认知策略的具体方法。 相似文献
6.
培养学生阅读理解能力是大学英语教学的一个重要目标。提高阅读能力的有效途径是对学生进 行阅读策略的培训。本文介绍了一种以策略培训为基础的大学英语阅读教学模式。这一教学模式要求教师转变 角色,分析学生的需要,将策略培训融入课堂教学,培养学生自主学习的能力。 相似文献
7.
本文旨在探讨以策略培训为基础的课堂教学对中国非英语专业大学生的英语听力能力的影响。对本实证研究的结果分析表明:1)以策略培训为基础的课堂教学对听力能力有影响,但是影响并不显著。2)相对而言,策略培训对差生和中等语言水平的学生效果更明显;3)在所有培训的策略中,对社会/情感策略的培训效果比较明显,其次是认知策略和元认知策略;4)根据学生对培训的反馈,大部分学生认为策略培训是受欢迎的,对提高听力水平是有益的。 相似文献
8.
聂桂花 《中国科教创新导刊》2011,(6):62-62
提高学生阅读能力是英语教学的主要目标之一,而策略培训是提高学生阅读能力的重要途径之一。本文是对广东实验中学附属天河学校七年级学生进行的阅读策略训练实验报告。 相似文献
9.
以SBI教学模式为指导,运用“根据上下文语境猜测词义”阅读技巧,通过实验法和定量分析法,研究大学英语专业一年级学生英语阅读技巧学习过程。研究表明：在以策略培训为基础的模式下,对不同英语基础水平的学生而言,英语阅读技巧“根据上下文语境猜测词义”能够提高学生的英语水平。 相似文献
10.
元认知策略在英语阅读教学中的应用 总被引：5，自引：0，他引：5
党小苗 《黄冈职业技术学院学报》2006,8(1):12-14
本文运用认知心理学理论阐述了元认知与阅读能力的关系,提出要在英语阅读教学中进行元认知策略培训以提高学生的英语阅读能力,并探讨了元认知策略培训的相关步骤和内容。 相似文献
11.
借鉴西方显性学习策略训练模式,采用书面问卷、策略教学及阅读测试等调查方法,对以策略训练为基础的阅读教学的影响进行探讨和研究。结果表明:系统地接受显性策略训练的学生在阅读成绩方面明显优于对照组;以策略为基础的阅读教学增强了学生的策略使用意识;通过对成功和非成功阅读者的比较,发现策略的运用与阅读水平的提高间有显著相关性。问卷调查显示,学生对策略训练普遍持认同态度,说明这类策略训练活动应用于大学外语课堂阅读教学是可行的、有效的。 相似文献
12.
李卓娣 《宁波教育学院学报》2008,10(3):61-64
听力是英语学习的重要部分,是英语应用能力的综合体现。提高学生的英语听力水平是大学英语教学的重要目标之一。针对高职英语专业学生的英语听力教学实验研究表明,学习策略培训对高职英语专业学生的听力有积极的影响,这种影响在高等水平的学生身上体现尤为显著。 相似文献
13.
信息时代下的数字阅读已经成为大学生学习与生活的重要方式。采用青少年时间管理倾向量表和大学生数字阅读动机量表对692名民族预科大学生进行调查。结果发现民族预科大学生数字阅读动机水平较高,在生源地和成长经历上存在差异;时间管理倾向与数字阅读动机显著正相关,且能够预测数字阅读动机水平。综合研究结论,文章从培养时间管理的能力、确定数字阅读的需求、拓展数字阅读的形式等角度提出民族预科大学生数字阅读动机提升的建议。 相似文献
14.
Emily Schnee 《Community College Journal of Research & Practice》2018,42(12):825-847
Research indicates that there has been a decline in college reading over the past decades, yet few studies have been conducted at community colleges. The aim of this exploratory study was to gain a broad view of what reading across the curriculum looks like at one urban community college from the perspectives of students and faculty. A survey was administered to students to gather information on their reading practices, beliefs, and attitudes. A second survey was distributed to full-time faculty to gather information on assignments, practices, and beliefs regarding reading. Findings indicate that many students do not complete assigned readings. Further, women students spend more time on reading and attend class more often having completed assigned reading than men. There are discrepancies between students’ and faculty’s assessments of students’ reading abilities, whether reading is essential to course success and between the kinds of readings commonly assigned and those students enjoy reading. The study identified areas for further research on reading in community college including the relationship between gender, reading compliance, and community college outcomes; the effectiveness of reading compliance strategies; the relationship between PowerPoint use and student reading; and students’ use of active reading strategies. The findings also point out the need for pedagogical innovation in the teaching of reading in community college, namely through the implementation of reading across the curriculum programs. 相似文献
15.
通过对近十年来国内大学生网络阅读行为研究的概括,在此基础上对大学生网络阅读行为研究的主题进行分析,包括大学生网络阅读心理研究、大学生网络阅读行为特点、影响大学生网络阅读行为的因素以及大学生网络阅读不良行为表现及其对策等;同时,对大学生网络阅读行为研究总体进行评析,提出网络阅读行为研究对教学的启示：网络阅读行为研究除了有利于高校图书馆建设之外,也可以帮助高校教师提高教育教学效果。 相似文献
16.
Terry S. Atkinson Guili Zhang Shannon F. Phillips Nancy Zeller 《Journal of Research in Reading》2014,37(4):433-448
This study investigates the effect of word study instruction on the orthographic knowledge of college students enrolled in a developmental reading course. Results revealed significantly greater improvement in orthographic knowledge in students who received word study instruction when compared with those in a control group, suggesting that the word study approach was effective for these students. Because of the influence of orthographic knowledge on spelling, writing and reading, additional research is merited to examine how word study intervention impacts the reading behaviours and academic achievement of college students enrolled in developmental education courses. 相似文献
17.
Meredyth Bauer-Kealey Nancy Mather 《Community College Journal of Research & Practice》2013,37(9):631-647
ABSTRACTApproximately two-thirds of community college students nationwide are considered to not be ready for the demands of college and are therefore required to enroll in at least one developmental education course. Unfortunately, researchers have found that enrollment in developmental classes often has adverse effects on community college students and that developmental courses are time-consuming and often result in delay or prevent the completion of a degree. With a significant number of underprepared community college students, it is important to develop effective methodologies to help students acquire the skills that they will need to succeed in college and future employment. It is also important to determine how a student’s experience impacts academic progress, as well as motivation to continue in college credit courses. Unfortunately, a limited amount of research exists on the use of Computer-Assisted Instruction (CAI) in developmental reading courses at the community college level. The purpose of this study was to determine the efficacy of a computer-based reading intervention, MindPlay Virtual Reading Coach, on the reading and spelling achievement of community college students, and to explore whether or not students’ perceptions and attitudes changed after participation in this program. Findings demonstrated statistically significant results in both reading and spelling, as well as an increase in reading enjoyment. 相似文献
18.
如何提高大学生英语阅读效率 总被引：1，自引：0，他引：1
平文江 《新乡师范高等专科学校学报》2004,18(2):89-91
从对英语阅读策略的认知出发,结合国内外最新的第二语言阅读研究成果,提出如何在大学英语阅读教学中实施阅读策略的培养,以提高大学生英语阅读效率。 相似文献
19.
Asha K. Jitendra Jon R. Star Kristin Starosta Jayne M. Leh Sheetal Sood Grace Caskie Cheyenne L. Hughes Toshi R. Mack 《Contemporary educational psychology》2009
The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education. Specifically, SBI emphasizes the role of the mathematical structure of problems and also provides students with a heuristic to aid and self-monitor problem solving. Further, SBI addresses well-articulated problem solving strategies and supports flexible use of the strategies based on the problem situation. One hundred forty eight seventh-grade students and their teachers participated in a 10-day intervention on learning to solve ratio and proportion word problems, with classrooms randomly assigned to SBI or a control condition. Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered 4 months later. However, the two groups’ performance was comparable on a state standardized mathematics achievement test. 相似文献
20.
罗金娟 《新疆职业大学学报》2014,(6):76-80
结合心理语言学和”双元结构”的相关理论,通过实证研究,分析”潜在发音”这一学习习惯和策略在我国大学生英语阅读的过程中是如何起作用的。认为成年英语学习者在不同题材中能否熟练运用”潜在发音”,促进其正启动效应,抑制其负启动效应,在很大程度上影响着阅读速度和阅读理解。 相似文献