本文關(guān)鍵詞： 支架理論 初中英語寫作 支架式寫作教學(xué)　出處：《贛南師范學(xué)院》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著我國經(jīng)濟(jì)、教育和文化日益開放和國際化的發(fā)展,現(xiàn)今英語寫作的實(shí)際運(yùn)用、考查深度和使用頻率都遠(yuǎn)勝于前,它不僅意味著一場語言能力的測試,更直接關(guān)系到了學(xué)生未來求學(xué)就業(yè)發(fā)展中的實(shí)際問題。寫作作為新課標(biāo)要求的英語課程學(xué)習(xí)的目標(biāo)之一,對學(xué)生寫作能力的要求也隨著時代向工具性和人文性轉(zhuǎn)變。從基礎(chǔ)教育來看,英語書面表達(dá)是中考中分值較高、難度較大的必考題,從往年中考情況中不難看出,雖然我國學(xué)生的英語總體水平在逐年改善,在傳統(tǒng)寫作教學(xué)方法的引導(dǎo)下,學(xué)生的英語寫作能力并沒有得到應(yīng)有的進(jìn)步,所以初中英語寫作教學(xué)的模式還存在較大探討的空間。支架式教學(xué)是基于社會構(gòu)建主義,以維果斯基“最近發(fā)展區(qū)”為理論基礎(chǔ)的一種新的教學(xué)模式,該模式已經(jīng)在國外的實(shí)證研究中被證實(shí)其有效性,但國內(nèi)該教學(xué)模式在初中英語寫作的研究里還相對欠缺。本研究將支架式教學(xué)運(yùn)用到初中英語寫作教學(xué)中,通過控制變量,設(shè)計教學(xué)步驟,比較傳統(tǒng)成果教學(xué)法和支架式教學(xué)法對學(xué)生英語寫作能力的教學(xué)影響,旨在研究初中生英語寫作學(xué)習(xí)策略的培養(yǎng)。本研究具體研究了以下兩個問題:1、對比傳統(tǒng)教學(xué)法,支架式教學(xué)是否更能提升學(xué)生的英語寫作成績?2、對比傳統(tǒng)教學(xué)法,支架式教學(xué)是否更能激發(fā)學(xué)生的英語寫作興趣,提升學(xué)生的寫作興趣和寫作動機(jī)?如何體現(xiàn)?為了論證支架理論對初中英語寫作教學(xué)的有效性,本研究采用實(shí)證研究的方法。贛州中學(xué)初一年級兩個班的學(xué)生共116人參與了本次為期14周的寫作教學(xué)實(shí)驗(yàn),其中一個班隨機(jī)選定為對照組,采用傳統(tǒng)的寫作教學(xué)法對其寫作進(jìn)行指導(dǎo);另一個班則選定為實(shí)驗(yàn)組,采用支架式教學(xué)對其寫作進(jìn)行指導(dǎo),指導(dǎo)大體分三個環(huán)節(jié),寫作技能與知識輸入,支架學(xué)習(xí)環(huán)境構(gòu)建和評測。在主體實(shí)驗(yàn)之前,兩個班同時參加了前測并填寫了前測問卷。實(shí)驗(yàn)過程中,兩個班分別采用兩種寫作教學(xué)法,其中寫作技能知識的輸入、授課教師、教材和課時進(jìn)度都相同。實(shí)驗(yàn)后的測量工具為問卷調(diào)查和寫作測試,作者采用統(tǒng)計軟件SPSS 17.0對實(shí)驗(yàn)數(shù)據(jù)進(jìn)行收集和分析,對比傳統(tǒng)的成果寫作法與支架式教學(xué)法對英語寫作的影響。實(shí)驗(yàn)研究發(fā)現(xiàn):1)對比傳統(tǒng)教學(xué)法,在支架式教學(xué)指導(dǎo)下,學(xué)生的寫作技能有很大改善,寫作成績得到明顯的提高;2)對比傳統(tǒng)教學(xué)法,在支架式教學(xué)指導(dǎo)下,學(xué)生寫作自學(xué)能力有所提高,課堂參與積極性提高,寫作興趣和寫作動機(jī)明顯增強(qiáng)。本研究證明了支架式教學(xué)法對于初中英語寫作教學(xué)的適用性和有效性,為初中英語寫作教學(xué)新模式的發(fā)展提供了一定的借鑒和參考。
[Abstract]:With the development of economy, education and culture in China, the practical use, examination depth and frequency of English writing are much better than before, which not only means a language proficiency test. Writing is one of the goals of the new curriculum. The demand for students' writing ability has also changed to the instrumental and humanism with the times. From the perspective of basic education, written expression in English is a must question with higher score and greater difficulty in the middle school entrance examination. It is not difficult to see from the situation in previous years that although the overall level of English of Chinese students is improving year by year, under the guidance of the traditional writing teaching method, the students' English writing ability has not made the due progress. Therefore, there is still much room for discussion on the teaching model of English writing in junior high school. Scaffolding teaching is a new teaching model based on social constructivism and based on the theory of Vygoski's "proximal development zone". This model has been proved to be effective in foreign empirical studies, but it is still lacking in the research of junior high school English writing in China. This study applies scaffolding teaching to junior high school English writing teaching. By controlling variables and designing teaching steps, this paper compares the influence of traditional achievement teaching method and scaffold teaching method on students' English writing ability. The purpose of this study is to study the cultivation of junior high school students' English writing learning strategies. The present study focuses on the following two questions: 1: 1. Compared with the traditional teaching method, can scaffolding teaching improve students' English writing scores? 2. Compared with the traditional teaching method, can the scaffolding teaching stimulate students' interest in English writing and enhance their interest in writing and motivation? How? In order to demonstrate the effectiveness of scaffolding theory in junior high school English writing teaching. In this study, 116 students from two classes of grade one in Ganzhou Middle School participated in the 14-week writing teaching experiment, one of which was randomly selected as the control group. Using the traditional writing teaching method to guide his writing; The other class was chosen as the experimental group, which used scaffolding teaching to guide its writing. The instruction was divided into three parts: writing skills and knowledge input, scaffold learning environment construction and evaluation. The two classes participated in the pre-test and filled out the pre-test questionnaire at the same time. In the course of the experiment, the two classes adopted two kinds of writing teaching methods, including the input of writing skills and the teaching teachers. The teaching material and class progress are the same. The measurement tools after the experiment are questionnaire and writing test. The author collects and analyzes the experimental data with statistical software SPSS 17.0. In contrast to the influence of traditional Achievement Writing method and scaffolding approach on English writing, the experimental study found that the students' writing skills were greatly improved under the guidance of the traditional teaching method, under the guidance of the traditional teaching method. The writing achievement obtains the obvious enhancement; 2) compared with the traditional teaching method, under the guidance of scaffolding teaching, students' self-study ability of writing has been improved, and the enthusiasm of classroom participation has been improved. Writing interest and motivation are significantly enhanced. This study proves the applicability and effectiveness of the scaffolding approach in junior high school English writing teaching. It provides some reference for the development of the new English writing teaching mode in junior high school.
【學(xué)位授予單位】：贛南師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

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