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论文三稿15
2014届本科毕业论文
题 目
AStudyontheApplicationofConceptMapintheTeachingofHighSchoolEnglishReadingClass
概念图在高中英语阅读课教学中的应用研究
系(院)名称
外国语学院
专业名称
教育英语专业
学 号
1003010123
学生姓名
韦青萍
指导教师姓名
梁梦婕(讲师)
教务处制
二〇一四年五月
Contents
Abstract3
1.Introduction4
2.Literaturereview4
2.1ConceptMapandItsTheoreticalBasis4
2.1.1TheDefinitionofConceptMap4
2.1.2TheCategoriesandProductionProcess4
2.1.3TheTheoreticalBasisofConceptMap5
2.2StudyatHome5
2.3StudyAbroad5
3.TheSignificanceofApplyingConceptMapinHighSchoolEnglishReadingTeaching5
3.4ImproveStudents’AbilityofCooperationLearning5
4.TheapplicationofC3.1AVisualMapToUnderstandtheTextandConstructtheFramework.5
3.2APlatformtoUseAllKindsofReadingStrategies6
3.3CultivatingStudents'DivergentThinking5onceptMap5
4.1ApplicationofConceptMapinHighSchoolEnglishReadingClass7
4.1.1Pre-reading7
4.1.2While-reading8
4.1.3Post-reading9
4.2Howtouseconceptmapflexiblyaccordingtodifferentreadingtask.10
5PrinciplestoUseConceptMap12
5.1MaketheConceptualMapasVividandImageasPossible.12
5.2ApplytheConceptMapinaFlexibleandCreativeWay12
5.3CreateFavorableConditionsforStudentstoUseConcept13
5.4EncourageStudentstoTakeParticipateinTheProductionProcess13
6Conclusion14
Reference15
ListofTable
Figure1TypesofTable5
Figure2HistoryoftheAmberRoom6
Figure3UniversalGesture7
Figure4BodyLanguage8
Figure5RelatedKnowledgeAboutAIDS9
Figure6TheFunctionsofSkin10
Figure7TheCausesofBurns10
Figure8TheProcessofFirstAidforBurns10
Figure9Theameofthepassage11
Figure10KnowledgeChart11
Figure11CharacteristicsofGreatPerson12
6Figure12Earthquake12
Figure13CausesofthepopularizationofEnglish13
Figure15DifferencesandSimilaritiesBetweenAncientOlympicandModernOlympic
13
Figure16BadandGoodThingsHappenedtoMandele14
Figure17TheStructureoftheArticle14
Figure18RebuiltoftheAmberRoom15
Figure19ChoiceMap15
Figure20LifeClue16
Figure21TheProcessofRain17
AStudyontheApplicationofConceptMapintheTeachingofHighSchoolEnglishReadingClass
ACasestudyofNanningForeignLanguageSchool
EnglishMajorWEIQing-Ping
Abstract:
Asakindofvisualteachingandlearningstrategies,conceptmapiswidelyusedasateachingmethodinwesterncountries.Combinetheconceptmapandotherteachingstrategiescannotonlyprovide“scaffold”forstudentstotoreadthepassage,butalsobuildaplatformforstudentstouseallkingsofreadingstrategies.Conceptmapisanimportantmeanstodevelopstudents'thinkingabilityandcognitiveschematareconstruction.TheauthorhavemadeaneducationalpracticeinNanningforeignlanguageschoolfornearlytwomonthsandmanagedtousetheconceptmaptoassisttheEnglishreadingteaching.Afterobservation,Ihavefoundthatconceptmapwaswelcomedandeasilyacceptedandunderstoodbythehighschoolstudents.Inthispaper,theauthorwillexplorethesignificance,actualusageandusingprinciplesofconceptmapinhighschoolEnglishteachingandprovidesomepracticalexperiencetotheapplicationofconceptmapaccordingtoherexperienceinNanningforeignlanguageschool.
Keyword:
conceptmap,scaffold,visualteaching,cognitivereconstruction
概念图在高中英语阅读课教学中的应用研究
摘要
[摘要]作为一种可视化的教学和学习策略,概念图在西方国家被广泛地用作一种教学工具。
结合概念图和其他教学策略不仅能为学生的阅读提供了“脚手架”,还为学生使用各种阅读策略搭建了一个平台。
概念图是开发学生思维能力和重构认知结构的重要手段。
作者在南宁外国语学校进行了两个月的教育实习,并成功地使用各类概念图来辅助英语阅读教学。
通过观察我发现,在英语阅读教学中使用概念图十分受到高中生的欢迎,也容易令他们理解和接受。
在本论文中,笔者将根据自己在南宁市外国语学校的实习经验,探讨概念图的在英语阅读教学的重大意义,实际操作方法和使用时应注意的问题等,为概念图在高中英语阅读中的应用提供一定的实践经验。
[关键词]概念图,脚手架,视觉教学,认知重建
1Introduction
Manyforeignscholarsfoundthatalotofreadingincludingrecreationalreading,hasgreatsignificancetoimprovestudents’abilityofsecondlanguage."(MaXiaofeng,WangDengqing,2003:
1)TheOrdinaryHighSchoolEnglishCurriculumStandardproposedtherequirementforhighschoolEnglishreading:
cultivatethestudent’sreadingstrategies,fostertheirlinguisticsenseandtrainstudents'abilitytoobtaininformationandprocessinformationinthereadingprocess.However,duetothelimitationofEnglishreadingteaching,manyproblemsstillexistinhighschoolEnglishreadingteachingnowadays.ManyEnglishteacher’steachingphilosophyandteachingmodeareoutoftimeandstudentsreadingstrategiesareinappropriate.
EnglishreadingplaysakeyroleinEnglishlearning.MasterEnglishreadingalwaysmeansyoucangetahighgradeintheEnglishexamination.ComparedwithEnglish.readinginprimaryschoolandjuniorschool,highschoolEnglishreadingtendtobemuchcomplicatedanddifficultforstudentstounderstand.Thecharacteristicsofconceptmap,suchasvisualization,intuition,easytounderstandandremember,etc.makeitapowerfulassistantofmodernEnglishreadingteaching.Explorationoftheapplicationofconceptmaphasgreatsignificancetothepopularizationandapplicationofconceptmap.Thisthesismainlymakestudiesonthedefinitionanddevelopment,thetheoreticalbasis,applicationinstance,principlesinapplicationofconceptmapandisaimatprovidesometheoreticalbasisandguidingtheoryforhighschoolEnglishteachertousetheconceptmapasapowerfultoolintheirEnglishreadingteaching.
2Literaturereview
2.1ConceptMapandItsTheoreticalBasis
Conceptmapiswidelyusedasanteachingtoolinforeigncountries.Hereisabriefintroductionofconceptmapanditstheoreticalbasis.
2.1.1TheDefinitionofConceptMap
Conceptmap,alsoknownasconceptmapping,isdefinedasatwo-dimensionalhierarchicalrepresentationofconceptswhichindicatestherelationshipbetweentheselectedconcepts(WangLijun,2008:
1).Itusesnodestorepresentconceptsandlinestoindicatetherelationshipsbetweenconcepts(ChenJingbo,LiJinmei,2006:
1).Illustratedbyspecificexamples,theconceptmapcanbeatoolrepresentandconstructknowledge.(Joseph.D.Novak,2000:
2).Amongthem,theconcept(Concepts),proposition(propositions),crossconnection(cross-links)andhierarchicalstructure(hierarchicalframeworks)isthefourchartcharacteristicsofconceptmap(ZhuXuejing,2002:
1).Theyhavethecharacteristicsofvisualization,imageandgeneralization,etc.ThisisaconceptmapusedinseniorhighschoolEnglishreadingteaching.
2.1.2TheCategoriesandProductionProcess
Therearevariouskindsofconceptmap.Peoplecanchoosedifferenttypesofconceptmapaccordingtodifferentsituations.Figure1aresomecommontypesofconceptmap:
decisionmaking
venn
5w-map
starmap
spider-map
fishbone
treemap
timechart
Figure1TypesofConceptMap
Theproductionprocessofconceptmapisnotsocomplicated.Youshouldfollowthefollowingsteps.First,youshouldmakeclearthecluesandlisttheconcepts.Second,youshouldmakecleartherelationshipsbetweenconceptsandmakeconnection.
2.1.3TheTheoreticalBasisofConceptMap
TheconceptmapisprevailingasateachingmethodsintheforeigncountriesespeciallyEuropeandtheUnitedStates.SinceDr.JosephD.NovakofCornellUniversityAmericafirstproposedconceptbasedonAusubel'stheoryofmeaningfullearningat1984,itiswidelyusedasateachingmethodinwesterncountriesandhasachievedremarkableresults(ZhangLiiping,WuShuhua,HeQi,2007:
1).Ausubelbelievesthattheacquisitionofnewknowledgedependsonwhethertheoldandnewknowledgecanachievesignificanceassimilation.Inotherwords,theacquisitionofnewknowledgereliesonobservationandunderstandingofoldconcepts..Learningistoestablishaconceptualnetwork,andconstantlyaddnewcontenttothenetwork.AnotherimportanttheoryofAusubelismeaningfullearning.Inordertomakemeaningfullearning,learnersmustconnectnewknowledgeandlearntheconcept.Thekeyofmeaningfullearningistointegratetheexistingcognitivestructurewiththenewcognitivestructure.
2.2StudyatHome
Thestudyofconceptmapabroadhasbeenverymature.However,thedomesticresearchofconceptmapinchinaisstillinitsinitialstage.Manyresearchisfocusedontheoryintroduction.ThestudyofconceptmapinHongkongandTaiwanarerapidandtendtobemature.Taiwan,forexample,thenumberofdoctoraldissertationandmaster'sthesisaremorethan35.iftheresearchdevelopmentontheconceptmapcanbesummedupastheintroduction,applicationandresearch,chinaisjuststayattheintroducestage.
2.3StudyAbroad
Asakindofteachingform,conceptmapispopularinforeigncountiesespeciallyinEuropeandtheUnitedstates.Peopledoendlessresearchonconceptmapandsinceitwasproduced.AccordingtoasurveyofUSAEducationalResourcesInformationCenter(ERIC--EducationalResourcesInformationCenter),theliteraturewithconceptmapasaresearchobjectaddupto664since1984,andstillshowsanincreasingtrend.conceptmapWebpagesoressaysassociatedwithconceptmapontheInternetasmanyaremorethanonemillion.
3TheSignificanceofApplyingConceptMapinHighSchoolEnglishReadingTeaching
ApplyingconceptmapinhighschoolEnglishreadingclasshasgreatsignificance.Itcanhelpstudentsbetterunderstandthepassageandimprovetheirreadingstrategiesfromallaspects.Itprovideavisualmapforstudentstounderstandthetext,aplatformforstudents’readingstrategies.Otherwise,itcancultivatestudents’divergentthinkingandimprovetheirabilityofcooperation.
3.1AVisualMapToUnderstandtheTextandConstructtheFramework.
InthetraditionalEnglishTeaching,theteacherus
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