| "Image-text Decoding" refers to the method to guess or associate the content according to the divergent thinking of pictures or videos in the text.In the phase of primary school English teaching,the existing researches on the "Image-text Decoding"teaching method are all based on the application of English teaching strategies of 2014 version English textbooks(starting from Grade One)published by FLTRP,while there is little attention paid to other fields of teaching applications.In the author’s point of view,the setting of predictive problems is a significant research topic in implementing the"Image-text Decoding" method.However,the current empirical research on the"Image-text Decoding" method in the "Read and Write" of PEP textbook is still in absence."Read and Write " is based on the requirements about reading and writing put forward by English Curricular Standards in the Phase of Compulsory Education(2012 edition).This part is set up to follow the rules of improving reading and writing skills along with the listening and speaking skills.It’s not only the knowledge integration of this unit but also the carrier of discourse teaching.Pupils can improve their listening and speaking skills as well as the reading and writing skills.And they can achieve the English learning objective of "Learning new words in the sentence patterns;Learning new sentence patterns in dialogue;Combining the knowledge and apply in the discourse.Based on the teaching of the Read and Write section in the author’s school,this thesis conducts an experimental study on whether to set the predictive problem based on the "Image-text Decoding" and explore the application.The research mainly focuses on the following three questions:(1)In the teaching of Read and Write,what are the effects of applying predictive questions based on "Image-text Decoding" on the students’English reading comprehension?(2)In the teaching of Read and Write,what are the effects of applying predictive questions based on "Image-text Decoding" on students’English writing ability?(3)In the teaching of Read and Write,what are the effects of applying predictive questions based on "Image-text Decoding" on the utilization rate of pictures and other resources?Based on the research questions,the author hopes to bring forward some improvement measures of teaching in Read and Write.The methodologies of exam,questionnaire survey and interview were taken in this research.Six classes of the fourth grade are selected for the teaching experiment for three months.The experimental classes take "Image-text Decoding" method while the reference classes take the regular reading teaching method.And the test data before and after the teaching experiment are collected and analyzed in order to explore the possible effect of predictive problems based on the "Image-text " method on the improvement of students’ comprehensive reading ability and the utilization rate of pictures or other.In addition,the thesis also conduct questionnaires and personal interviews to further support the results of the exam method.This thesis is divided into five chapters.The first chapter summarizes the research background of the teaching of Read and Write and demonstrates the research purpose and significance of the predictive problem setting based on the "Image-text Decoding"method.The second chapter expounds the relevant theoretical basis as well as the research status of predictive problems and "Image-text Decoding".In chapter 3,the empirical research of predictive problems based on the "Image-text " is carried out.The students are given the test of recognizing words,summarizing the key information and imitating writing before and after three months of the contrasted experiment.And the data of the questionnaire survey and interview is also collected as a supplement to analyze students’appreciation ability and the utilization rate of pictures or other resources,in order to have an overall exploration of the influence on students’comprehensive reading ability promotion.In chapter 4,the SPSS tool is used to input,process and analyze the data collected in the tests and survey.And descriptive statistics and related stimulant survey were used to analyze the results of questionnaire test and interview to draws a conclusion.The fifth chapter concludes the shortcomings and prospects of the research and puts forward some teaching suggestions.Through the study,it was found that:1.The experimental classes are more accurate in recognizing the new words and summarize the key information.On the other hand,students in the reference classes are more easily to encounter some difficulties in understanding the context and summarizing the key information.There is no significant variation between the experimental class and the reference class in the ability of appreciation the context.The reason may be that the author’s intention and emotional attitude of the short passage are not obviously displayed in the picture.2.The students in the experimental class were able to get a clearer understanding of the discourse structure with the help of predictive questions,and were better than the reference class in imitation writing and creative writing.3.The reference classes had a slightly lower utilization rate of pictures and other resources.Meanwhile,the reference classes had a slightly lower utilization rate of pictures and other resources.Based on the research,some specific suggestions concerning the predictive problems categories and the strategies of questioning skills are provided in this study.For example,some core predictive problems can be set before reading,during reading or after reading.And the mind map can be drawn around the predictive problems,so that students can clearly understand the discourse structure and then divergent thinking.This thesis aims to aid the English teachers in primary school who use PEP English textbooks to improve the quality of teaching in "Read and Write" part.And it also aims to promote students comprehensive ability and the utilization rate of textbook pictures or other resources. |
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