高中英语阅读理解中的知识反转效应研究 [5]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-10-14编辑:lgg点击率:9595
论文字数:38741论文编号:org201710092115008833语种:英语 English地区:中国价格:$ 66
关键词:英语阅读论文认知负荷最近发展区冗余
摘要:本文是英语阅读论文,本文旨在通过实证研究方法,探索高中英语阅读理解中是否存在知识反转效应,并解释其产生的机制,希望为未来的研究者和一线教师提供一点参考。
the No.3 middle school of the Yining city in Xinjiang had a pretest with the reading comprehension part of the NMET test paper of 2016. According to the performance scores, the top 120 of students were assigned as the high level students. The reciprocal 120 students were assigned as the low level students. That is to say, the number of the low level group students was 120, and the number of the high level group students was also 120. A pretest was conducted and the scores were collected. After the analysis by SPSS 18.0, statistical descriptions were clearly shown as follows in Table 4-1.
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Conclusion
In this chapter, the major findings, the pedagogical implications, the limitations of the research and the suggestions for the future research were summarized according to the research results and discussion in the previous chapter. The present study examined the expertise reversal effect in English reading comprehension of high school students under the guidance of the redundancy principle, and explored the reasons for the expertise reversal effect from the cognitive load perspective. The findings were listed as follows. The first finding was that there were different performances between the high level students and the low level students in the senior high school English reading comprehension in three different vocabulary redundancy conditions. According to the research statistical analysis of English reading performance by Pearson-product-moment coefficient correlation, the general conclusion can be reached that there indeed exists a relatively significant between the high level students and the low level students. The second finding was that there was the expertise reversal effect in this experiment. According to the results of the previous chapter, for the low level students, the high-redundancy vocabulary
strategy brought better performance than the low-redundancy strategy in English reading comprehension, but for the high level students, this strategy brought worse performance than the low-redundancy strategy. In other words, the high-redundancy vocabulary strategy was effective for the low level students, but it caused negative consequences for the high level students. The third finding was that there was a &n
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