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认知心理学的出现为阅读理解提供了新的解释。意义不再被认为是文本自身所具有的,而是由读者已有知识与阅读材料相互作用而产生的。相应地,背景知识在阅读理解中被认为起着非常重要的作用。基于这种理论依据,本文设计了一项研究,旨在探讨背景知识在意义获取和意义记忆中所起的作用。来自济南市第六职业中专的两个高二年级的平行班(一个班作为实验组,一个班作为控制组)共50名学生作为本实验的受试对象。几乎不具备背景知识的控制组直接阅读一篇文章。对实验组,教师先教授相关背景知识,然后要求他们阅读同一篇文章。为检验背景知识是否影响读者意义的获取,要求两组学生完成阅读之后马上回忆文章内容。为测验背景知识是否影响学生对意义的记忆,一周之后,再次要求两组学生回忆文章内容。通过用社会科学统计软件包SPSS11.5对两组学生所做回忆做定量分析以及通过引用学生所做回忆中一些实例做定性研究,结果表明实验组在两次回忆中所做连贯的、正确的理解及引申都显著超过控制组,同时所做曲解和省略都明显少于控制组,从而表明背景知识能促进读者阅读过程中意义的获取,并有助于读者意义的记忆。
The emergence of cognitive psychology provides a new explanation for reading comprehension. Meaning is no longer considered to be the text itself, but by the reader’s existing knowledge and reading material interaction. Accordingly, background knowledge is considered to play a very important role in reading comprehension. Based on this theoretical basis, this paper designed a study to explore the role of background knowledge in meaning acquisition and meaning memory. A total of 50 students from two parallel classes of the second year of secondary vocational school (one experimental class as a group and one class as a control group) from the sixth vocational secondary school in Jinan City were taken as the subjects of the experiment. Control groups with little background knowledge read an article directly. For the experimental group, teachers first taught relevant background information and then asked them to read the same article. In order to test whether background knowledge affects the acquisition of reader’s meanings, the two groups of students are required to recall the content immediately after completing the reading. A week later, two groups of students were asked again to recall the article content in order to test whether contextual knowledge affected the memory of the student’s meaning. By using the social science statistical package SPSS11.5 to make a quantitative analysis of the memories made by the two groups of students and making some qualitative studies by referring to some examples of the memories made by the students, the results show that the coherent and correct Comprehension and extension all significantly exceed that of control group. At the same time, the comparisons and omissions were significantly less than those of the control group, indicating that the background knowledge can promote the readers’ reading meaning acquisition and help readers to remember the meaning.