發(fā)布時(shí)間：2025-02-08 21:18

　　閱讀不僅是一種不可或缺的語言技能,也是信息輸入和獲取知識(shí)的主要途徑。然而,很多高中生在不同程度上有閱讀障礙。他們認(rèn)知風(fēng)格以及閱讀策略的使用都對(duì)閱讀有重要的影響作用。為了提升學(xué)生的閱讀能力,本研究基于認(rèn)知風(fēng)格和閱讀策略的相關(guān)理論,探究認(rèn)知風(fēng)格對(duì)高中生英語閱讀策略的影響。主要探討以下三個(gè)問題1.高中生場認(rèn)知風(fēng)格是什么?2.不同場認(rèn)知風(fēng)格的學(xué)生分別采用什么英語閱讀策略?3.場認(rèn)知風(fēng)格與高中生英語閱讀策略使用的相關(guān)性如何?為了解決這三個(gè)研究問題,本研究隨機(jī)選取煙臺(tái)三中的200名高中生作為研究對(duì)象,并采用鑲嵌圖形測(cè)試、英語閱讀策略問卷和訪談三種研究工具。他們先進(jìn)行鑲嵌圖形測(cè)試,隨即完成附在其后面的問卷。有效的測(cè)試卷和問卷分別是190份。隨后,對(duì)從測(cè)試卷和問卷中收集到的數(shù)據(jù)進(jìn)行了描述性分析,解決了前兩個(gè)研究問題;對(duì)這些數(shù)據(jù)進(jìn)行相關(guān)性分析,解決了最后一個(gè)研究問題。最后,由于場認(rèn)知風(fēng)格與認(rèn)知策略的相關(guān)性結(jié)果與前人不一致,因此分別對(duì)8名場獨(dú)立型和場依存型學(xué)生進(jìn)行訪談。其內(nèi)容被錄音并轉(zhuǎn)錄成文字用以分析影響二者不相關(guān)的外部因素。主要的研究發(fā)現(xiàn)如下:首先,場獨(dú)立型學(xué)生占65%,場依存型學(xué)生占35%,因此大多數(shù)學(xué)...

【文章頁數(shù)】：96 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Necessity for the Study
    1.2 General Description of the Study
    1.3 Overall Structure of the Thesis
Chapter Two Literature Review
    2.1 Theories of Cognitive Styles
        2.1.1 Definitions of Cognitive Styles
        2.1.2 Classifications of Cognitive Styles
    2.2 Theories of FD/FI Cognitive Styles
        2.2.1 Definitions of FD/FI Cognitive Styles
        2.2.2 Features of FD/FI Cognitive Styles
    2.3 Theories of Reading Strategies
        2.3.1 Definitions of Reading Strategies
        2.3.2 Classifications of Reading Strategies
    2.4 Previous Studies at Home and Abroad
        2.4.1 Previous Studies on FD/FI Cognitive Styles
        2.4.2 Previous Studies on Relationship between Cognitive Styles and EnglishReading
    2.5 Limitations of the Previous Studies
    2.6 Significance of the Present Study
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 GEFT
        3.3.2 Questionnaire of Reading Strategies
        3.3.3 Interview
    3.4 Statistical Procedures for Data Collection
    3.5 Data Analysis
Chapter Four Results and Discussion
    4.1 Senior High School Students’ FD/FI Cognitive Styles
    4.2 Reading Strategies used by FD/FI Students in English Reading
        4.2.1 Overall Reading Strategies used by FD/FI Students in English Reading
        4.2.2 Metacognitive Strategies used by FD/FI Students in English Reading
        4.2.3 Cognitive Strategies used by FD/FI Students in English Reading
        4.2.4 Social/Affective Strategies used by FD/FI Students in English Reading
    4.3 Correlation between FD/FI Cognitive Styles and Reading Strategies
        4.3.1 Results from Pearson Correlation Analysis
        4.3.2 Results from Interview
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications of the Study
        5.2.1 Being Aware of FD/FI Cognitive Styles
        5.2.2 Overcoming the disadvantages of Students' FD/FI Cognitive Styles
        5.2.3 Widening and Enhancing Reading Strategies in Reading Learning and Teaching
    5.3 Limitations of the Study
    5.4 Suggestions for Future Study
References
Appendix One Group Embedded Figure Test
Appendix Two Questionnaire of English Reading Strategies
Appendix Three The Outline of Students’ Interview



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