本文關(guān)鍵詞：過程寫作法對高三學(xué)生英語寫作能力影響的行動(dòng)研究　出處：《南京師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 過程寫作法 英語寫作能力 行動(dòng)研究

【摘要】：高三學(xué)生積累了較多的詞匯,掌握了系統(tǒng)的英語語法知識。但在英語寫作時(shí)往往無話可寫,句式表達(dá)形式單一,不能得體地使用所學(xué)詞匯和句型。這與傳統(tǒng)的“學(xué)生寫,教師改”的英語寫作教學(xué)有關(guān),教師和學(xué)生花費(fèi)了很多時(shí)間卻無助于學(xué)生英語寫作能力的提高。為增強(qiáng)高三學(xué)生英語寫作的信心,提高他們的英語寫作能力,筆者在所任教的高三學(xué)生中進(jìn)行過程寫作法的行動(dòng)研究。筆者按照寫前準(zhǔn)備、初稿、同伴反饋、修改、重寫、教師反饋這六個(gè)步驟開展過程寫作教學(xué)。本次研究共進(jìn)行三輪行動(dòng)研究,每一輪行動(dòng)研究都經(jīng)歷計(jì)劃、實(shí)施、觀察和反思四個(gè)步驟,每輪研究結(jié)束后依據(jù)反思的結(jié)果調(diào)整下一輪的研究計(jì)劃和行動(dòng)。第一輪行動(dòng)研究主要是按照過程寫作法的步驟進(jìn)行四次英語寫作,經(jīng)過反思筆者發(fā)現(xiàn)過程寫作教學(xué)的寫前準(zhǔn)備、同伴反饋階段存在問題。在第二輪行動(dòng)研究中,寫前準(zhǔn)備階段的小組討論由最初的依據(jù)座位分組,調(diào)整為依據(jù)英語水平和座位分組；同伴反饋階段學(xué)生按照“第二輪行動(dòng)研究同伴反饋的評價(jià)標(biāo)準(zhǔn)”這一表格對同伴作文的語言用詞、內(nèi)容要點(diǎn)和結(jié)構(gòu)過渡方面都做出反饋。在第三輪行動(dòng)研究中,筆者進(jìn)一步細(xì)化同伴反饋的評價(jià)標(biāo)準(zhǔn),并將過程寫作的重寫階段安排在課外進(jìn)行。在分析學(xué)生的調(diào)查問卷、個(gè)別訪談、寫作測試成績和寫作文本之后,筆者得出以下結(jié)論。第一,對英語寫作感興趣的學(xué)生由研究前的20.84%上升為研究后的43.75%,這表明實(shí)施過程寫作法的行動(dòng)研究改變了學(xué)生對英語寫作的態(tài)度,增強(qiáng)了學(xué)生對英語寫作的興趣。第二,學(xué)生在高三的四次大型英語考試中書面表達(dá)的成績逐步提升,中等生的進(jìn)步尤為顯著,這表明本次研究提高了學(xué)生在英語測試中書面表達(dá)的成績,尤其是對中等生有較大的幫助。第三,學(xué)生英語寫作時(shí)在語言用詞、內(nèi)容要點(diǎn)和結(jié)構(gòu)過渡方面都有進(jìn)步,這也表明本次研究有利于學(xué)生英語語言運(yùn)用能力和邏輯思維能力的提高,從而增強(qiáng)英語寫作能力。第四,針對過程寫作法開展行動(dòng)研究能讓教師和學(xué)生在多次的英語寫作訓(xùn)練中,改進(jìn)過程寫作法的步驟,有效地發(fā)現(xiàn)并解決高三學(xué)生在英語寫作方面的問題,逐步提高他們的英語寫作能力。本次研究對英語寫作教學(xué)有以下啟示：第一,英語教師應(yīng)在學(xué)生英語寫作中充分發(fā)揮作用；第二,學(xué)生應(yīng)明確英語作文的評價(jià)標(biāo)準(zhǔn)。
[Abstract]:High school students accumulated more vocabulary, a good knowledge of English grammar system. But when writing in English often can write words, sentence expression form is single, cannot use appropriate vocabulary and sentence patterns. The traditional student ", and write about English Writing Teaching Reform of teachers, teachers and students spend" a lot of time did not help to improve students' writing ability. In order to enhance the high school students' English writing confidence, improve their English writing ability, the author carried out the action research process writing in the teaching of the senior students. According to the pre writing, drafting, revision, rewriting, peer feedback, teacher feedback to carry out process the teaching of writing these six steps. Three rounds of action research were carried out in this study, the research of each round of action through plan, implementation, observation and reflection of four steps, each round after the end of the study according to the results of reflection The next round of adjustment plans and actions. The first round of action research is mainly carried out four times according to the English writing process writing steps after reflection the author found that the preparation process of writing teaching and writing before the existence of peer feedback stage. In the second round of action research, written before the preparation phase of the group discussion group from the original on the basis of seats, according to the English level and adjust seat grouping; peer feedback stage students according to the "second round of action research on peer feedback evaluation criteria" this form of peer language words, transition points and content structure make feedback. In the third round of action research, the author further refine the evaluation standards of peer feedback and, the rewrite phase arrangement in the process of writing class. The questionnaire, in the analysis of students' individual interviews, after writing test scores and writing the text. Draw the following conclusions. First, the students interested in English writing up from before the study on 20.84% after 43.75%, which indicates that the implementation of the action research process writing changed their attitude towards English writing, to enhance students' interest in English writing. Second students in four, written English exam of senior three the score increased gradually, the secondary students progress is particularly significant, which indicates that this research improves the students' written expression in English test scores, especially helpful for the secondary students. Third words in the language of English writing, the content and structure of the transition points are progress, this is that this study will help students to use English language ability and logical thinking ability, so as to enhance the ability of English writing. In fourth, according to the writing process to carry out action research can make teachers and students In many English writing training, improve the writing process steps to effectively discover and solve the problem of high school students in English writing problems, and gradually improve their English writing ability. This study has the following implications for the teaching of English Writing: first, English teachers should give full play to the role of students in English Writing; second. Students should make clear English composition evaluation standard.

【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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本文編號：1360915