【摘要】：寫作作為一項(xiàng)語(yǔ)言教學(xué)中的產(chǎn)出技能,在大學(xué)英語(yǔ)教學(xué)中的地位是至關(guān)重要的。正如WilgaM.Rivers(1986)提出，近幾年來(lái)寫作一度被視為其他三種語(yǔ)言技能的基礎(chǔ)①。然而，在當(dāng)前的大學(xué)英語(yǔ)教學(xué)中，寫作課的教學(xué)效果尚不盡如人意。張?jiān)谛碌龋?995）曾說(shuō)，毋庸置疑,學(xué)生在語(yǔ)言寫作方面存在很大困難。和其他三種（聽(tīng)，說(shuō)，讀等）語(yǔ)言技能相比，寫作被認(rèn)為是最難培養(yǎng)的一種語(yǔ)言技能。而寫作教學(xué)也面臨著巨大的問(wèn)題與挑戰(zhàn)。因此，探索出一個(gè)新的寫作教學(xué)模式對(duì)提高大學(xué)英語(yǔ)寫作教學(xué)效果和學(xué)生的寫作水平是非常必要的。 本研究以建構(gòu)主義為理論為依據(jù)，采用質(zhì)化與量化相結(jié)合的研究方法，以問(wèn)卷調(diào)查，寫作測(cè)試和訪談等方式為研究工具，，通過(guò)實(shí)驗(yàn)教學(xué)，探究了基于WebQuest的寫作教學(xué)模式在大學(xué)英語(yǔ)寫作教學(xué)中的應(yīng)用，旨在探索（1）基于WebQuest的寫作教學(xué)模式在激發(fā)學(xué)生學(xué)習(xí)興趣和動(dòng)機(jī)等方面是否優(yōu)于結(jié)果教學(xué)法；（2）與結(jié)果教學(xué)法相比，基于WebQuest的寫作教學(xué)模式是否更能提高非英語(yǔ)專業(yè)大學(xué)生英語(yǔ)寫作水平；（3）基于WebQuest的寫作教學(xué)模式是否有利于培養(yǎng)非英語(yǔ)專業(yè)大學(xué)生的自主學(xué)習(xí)能力。本研究的受試為甘肅政法學(xué)院公共管理學(xué)院2011級(jí)120名本科學(xué)生。 研究結(jié)果表明，基于WebQuest的寫作教學(xué)模式可以運(yùn)用于大學(xué)英語(yǔ)教學(xué)中。和傳統(tǒng)的結(jié)果教學(xué)法相比，它更有利于培養(yǎng)和激發(fā)非英語(yǔ)專業(yè)大學(xué)生的興趣和學(xué)習(xí)動(dòng)機(jī)和提高其寫作表達(dá)水平。此外，研究還發(fā)現(xiàn)此教學(xué)模式能培養(yǎng)他們的自主學(xué)習(xí)能力。同時(shí)，此教學(xué)模式也存在一些問(wèn)題：如怎樣有效地管理學(xué)習(xí)小組，在硬件網(wǎng)絡(luò)教學(xué)環(huán)境不具備的條件下如何實(shí)施教學(xué)等。 本研究由六個(gè)章節(jié)組成。第一章為引言部分，主要介紹本研究的背景，意義及結(jié)構(gòu)。第二章為文獻(xiàn)綜述，作者首先對(duì)WebQuest的定義、起源及結(jié)構(gòu)做了系統(tǒng)的闡述，然后回顧了中外學(xué)者對(duì)WebQuest的相關(guān)研究，最后分析了寫作教學(xué)的研究現(xiàn)狀及存在問(wèn)題。第三章為理論基礎(chǔ)。作者通過(guò)闡述支持本研究的三個(gè)理論，構(gòu)建了基于WebQuest的大學(xué)英語(yǔ)寫作教學(xué)模式。第四章為實(shí)驗(yàn)部分。作者主要描述了研究問(wèn)題，對(duì)象及研究工具，分別描述了基于WebQuest的寫作教學(xué)模式和結(jié)果寫作教學(xué)模式及其在課堂中的具體操作步驟。第五章為本實(shí)驗(yàn)的主要發(fā)現(xiàn)部分。作者主要分析實(shí)驗(yàn)數(shù)據(jù)并討論了WebQuest寫作教學(xué)模式的優(yōu)勢(shì)。第六章為本研究的結(jié)果部分。作者對(duì)本研究做出了最后的結(jié)論并為大學(xué)英語(yǔ)寫作教學(xué)及研究提出了建議。
[Abstract]:As a productive skill in language teaching, writing plays an important role in college English teaching. As WilgaM.Rivers (1986) suggested, writing was once considered the foundation of the other three language skills in recent years. However, in current college English teaching, the teaching effect of writing course is not satisfactory. Zhang Zaixin et al. (1995) once said that there is no doubt that students have great difficulties in language writing. Writing is considered one of the most difficult language skills to develop compared with three other language skills (listening, speaking, reading, etc.). Writing teaching also faces enormous problems and challenges. Therefore, it is necessary to explore a new writing teaching model to improve the teaching effect of college English writing and the students' writing level. Based on the theory of constructivism, this study adopts the method of combining qualitative and quantitative research, and takes questionnaire survey, writing test and interview as the research tools, through experimental teaching. This paper probes into the application of writing teaching mode based on WebQuest in college English writing teaching. The purpose of this paper is to explore (1) whether the writing teaching model based on WebQuest is superior to the result teaching method in arousing students' interest and motivation in learning; (2) comparing with the result teaching method. Whether the writing teaching mode based on WebQuest can improve the English writing level of non-English majors; (3) whether the writing teaching mode based on WebQuest can help to cultivate the autonomous learning ability of non-English majors. The subjects of this study were 2011 undergraduate students from the School of Public Administration, Gansu University of political Science and Law. The results show that the writing teaching model based on WebQuest can be applied to college English teaching. Compared with the traditional result teaching method, it is more helpful to cultivate and stimulate the interest and motivation of non-English majors and improve their writing and expression level. In addition, the study also found that this teaching model can cultivate their autonomous learning ability. At the same time, there are some problems in this teaching mode, such as how to manage the learning group effectively and how to implement the teaching under the condition that the hardware network teaching environment is not available. This study consists of six chapters. The first chapter is the introduction, mainly introduces the background, significance and structure of this study. The second chapter is a literature review. Firstly, the author systematically expounds the definition, origin and structure of WebQuest, then reviews the relevant research on WebQuest by Chinese and foreign scholars, and finally analyzes the present situation and existing problems of writing teaching. The third chapter is the theoretical basis. By expounding the three theories supporting this study, the author constructs a college English writing teaching model based on WebQuest. The fourth chapter is the experimental part. The author mainly describes the research problems, objects and research tools, and describes the teaching model of writing based on WebQuest and the teaching mode of resultant writing, and the concrete operation steps in the classroom, respectively. The fifth chapter is the main findings of this experiment. The author analyzes the experimental data and discusses the advantages of WebQuest writing teaching model. The sixth chapter is the result of this study. The author draws a conclusion and puts forward some suggestions for the teaching and research of college English writing.
【學(xué)位授予單位】：西北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H319.3

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