论文部分内容阅读
本论文运用定量和定性研究的方法,从阅读过程的行为变化的角度展开研究,通过让阅读者在做多项选择题的时候显性实施返回原文阅读的行为,剖析、对比受试在阅读理解的过程中面对不同任务所采取的阅读策略及其效果。研究设计中,181名大学本科的三年级非英语专业的学生按照阅读过程中是否要完成全部题目及是否要显性返回原文这两个变量分成三组,通过问卷调查和采访,研究其阅读策略,并在组内和组间用不同难度的题目进行比较。结果表明,返回原文阅读任务中阅读策略的使用多于、高效于普通的多选项阅读;那些在两种阅读行为能力都很强的阅读者在两种过程要求的阅读策略上都很有效。阅读的过程(即使用策略方法的过程)和理解的结果(即阅读的产物或分数)在返回原文的阅读测试上显著相关,与题目的难度也呈现显著相关性。研究结果有助于对阅读测试进行认知诊断分析,并在此基础上向学习者、教师和家长提供描述性、诊断性的成绩报告。
In this dissertation, quantitative and qualitative research methods are used to study the behavioral changes in the reading process. By allowing readers to explicitly implement the behavior of returning to original reading when doing multiple choice questions, In the face of different tasks taken by the reading strategy and its effect. Study design, 181 undergraduate third-year non-English majors in accordance with the reading process is to complete all the questions and whether the dominant return to the original two variables were divided into three groups, through questionnaires and interviews to study the reading strategy , And in the group and between groups with different difficulty topics to compare. The results show that reading strategies were more commonly used and more efficient than ordinary multi-choice readings in returning to original reading tasks, and those who were very capable of reading both were effective in both reading strategies. The reading process (ie, the process using the strategy method) and the result of comprehension (ie, the product or score of reading) are significantly related to the reading test of the returned original text and also have a significant correlation with the difficulty of the title. The findings help to make cognitive diagnostic analyzes of reading tests and, on this basis, provide learners, teachers and parents with descriptive and diagnostic report of accomplishments.