閱讀前導對閱讀理解的作用

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閱讀前導對閱讀理解的作用

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The effects of Advance Organizers on Reading Comprehension
Abstract

With the development of the schema theory, pedagogical researchers have realized that relevant background knowledge must be applied to the reading process in order to improve the reader’s reading quality. From this perspective, Ausubel first raised the concept of advance organizer in the early 1960’s. His followers developed the advance organizers. According to the different roles they play in eliciting relevant information, advance organizers serve two functions: the provider and the activator. This thesis concentrates on the study of the effects of advance organizers on reading comprehension. Based on the theory of advance organizers and the analysis of the former researcher’s experiments, this thesis holds the view that advance organizers, either the provider or the activator, do help readers reach a better understanding of the text. However, the activator’s effect is more pronounced than that of the provider by comparison. Some suggestions are offered for teachers and students so as to offer some help to extensive reading course.

Key Words: advance organizers; the provider; the activator; schema

摘要

隨著圖式理論的發(fā)展，語言教學者逐步認識到為了提高閱讀質量，讀者必須具備與閱讀材料相關的背景知識，并將其運用到閱讀過程之中。在這種思想的指導下，美國認知學家奧斯貝爾（Ausubel）先提出了閱讀前導（advance organizers）這1概念，建議在閱讀之前，以書面文字的形式向讀者提供所需的背景知識。他本人用實驗方法證實了閱讀前導的有效性和可行性。后來的研究著在奧斯貝爾研究的基礎上，根據(jù)閱讀前導通常所起的兩個主要作用，將其分為兩大類：補缺前導(the provider)和激活前導(the activator)。本文通過分析研究前人所做的實驗，研究這兩種閱讀前導在中國學生閱讀英語過程中所起的作用。研究表明，這兩種前導都對受試學生的理解起明顯作用；兩者之中，激活前導的作用更為顯著。基于這些研究結果，作者為英語閱讀教學的老師和學生們提出了1些建議。

關鍵詞：閱讀前導、補缺前導、激活前導、圖式

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