本文選題：過程寫作法　切入點(diǎn)：英語寫作　出處：《杭州師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：在日常交際中至關(guān)重要的寫作能力,當(dāng)然可以幫助學(xué)生在某一種語言的學(xué)習(xí)中養(yǎng)成流暢并準(zhǔn)確表達(dá)觀點(diǎn)的能力,促進(jìn)語言知識的吸收。在過去的幾十年多里,國內(nèi)外對如何進(jìn)行英語寫作教學(xué)的爭論日趨白熱化。然而在探索有效的高中英語寫作教學(xué)的模式上,大部分研究仍然以介紹經(jīng)驗和理論為主,在實踐基礎(chǔ)上開展的實證研究的并不多。與經(jīng)常使用的傳統(tǒng)的英語寫作教學(xué)法——結(jié)果寫作教學(xué)法(the Product-focused Approach)作比較,過程法英語寫作教學(xué)的優(yōu)點(diǎn)在哪里?中國的高中英語寫作課堂合適是否可以應(yīng)用此方法?又該怎樣高效且順暢地的實施這些具體的操作?這些亟需解決的問題只有通過在實踐的基礎(chǔ)上進(jìn)行實驗研究來得到答案。本論文系統(tǒng)探討了英語過程寫作法產(chǎn)生的理論基礎(chǔ)、背景、主要特征以及階段劃分,科學(xué)分析了過程寫作法并進(jìn)行了實證研究,從而找到一個科學(xué)的、有實踐意義的行之有效的教學(xué)方法來提高高中學(xué)生英語寫作水平。首先,本論文闡述了過程寫作法的概念及其實質(zhì),對支持過程寫作法的文獻(xiàn)及理論研究進(jìn)行回顧,并提出了過程寫作教學(xué)法的本質(zhì)特征及相應(yīng)的寫作階段劃分。然后,本論文對當(dāng)前高中英語寫作教學(xué)現(xiàn)狀進(jìn)行探究分析,對高三年級學(xué)生的寫作實際情況做了問卷調(diào)查并對其結(jié)果進(jìn)行統(tǒng)計。結(jié)果顯示,當(dāng)前高中英語寫作教學(xué)模式存在諸多弊端,改革勢在必行必；而在理論層面,將過程寫作法實施于高中英語作文教學(xué)是可行的,其有效性還要通過實踐進(jìn)行驗證。其次,筆者根據(jù)本班學(xué)生的當(dāng)前實際作文水平,開展了一次為期五個月的教學(xué)實驗。在本次教學(xué)實驗中筆者將過程寫作法貫穿于英語作文教學(xué)活動的始終,層層遞進(jìn)設(shè)計教學(xué)活動,對學(xué)生提出具體的要求,并為學(xué)生更多地提供寫作練習(xí)和操練的機(jī)會,比如,研究性學(xué)習(xí)、周記、自由作文、接力作文、寫小結(jié)、英語戲劇等,目的在于鼓勵學(xué)生多寫。通過讓學(xué)生了解并掌握寫作與背誦相合、寫作與復(fù)習(xí)相結(jié)合,最終發(fā)展為合作寫作和獨(dú)立寫作等多種形式,從而將過程寫作法原理運(yùn)用于高中英語寫作課堂。試驗后,通過對學(xué)生進(jìn)行過程寫作練習(xí)前后的寫作成績數(shù)據(jù)及寫作現(xiàn)狀調(diào)查問卷的對比分析之后,筆者得出以下結(jié)論：過程寫作實踐操作性強(qiáng),它有利于增強(qiáng)學(xué)生英語作文學(xué)習(xí)的信心和興趣,培養(yǎng)和增強(qiáng)學(xué)生英語寫作能力,進(jìn)而促進(jìn)其綜合英語水平的提高。最后,筆者提出對實驗的過程及不足之處進(jìn)行了思考,倡導(dǎo)將過程寫作法在高中英語作文教學(xué)中靈活應(yīng)用,從而達(dá)到改進(jìn)英語寫作教學(xué)的現(xiàn)狀并提高教學(xué)有效性。
[Abstract]:Writing skills, which are crucial in everyday communication, can of course help students develop the ability to express their opinions fluently and accurately in the course of learning a language, and facilitate the absorption of language knowledge. There is a growing debate at home and abroad on how to teach English writing. However, in order to explore an effective model of English writing teaching in senior high schools, most of the studies still focus on the introduction of experience and theory. There are few empirical studies conducted on the basis of practice. Compared with the Product-focused approach, which is often used in traditional English writing teaching, what are the advantages of process-based English writing teaching? Is it appropriate to apply this method in senior high school English writing classes in China? And how to implement these specific operations efficiently and smoothly? These urgent problems need to be solved only through experimental research on the basis of practice. This thesis systematically discusses the theoretical basis, background, main characteristics and stages of the generation of the English process writing method. This paper analyzes the process writing method and makes an empirical study to find a scientific and practical effective teaching method to improve the English writing level of senior high school students. This paper expounds the concept and essence of process writing, reviews the literature and theoretical research supporting process writing, and puts forward the essential characteristics of process writing teaching method and the corresponding writing stages. This thesis makes an inquiry into the present situation of English writing teaching in senior high schools, and makes a questionnaire survey on the actual writing situation of senior three students and makes statistics on the results. The results show that there are many drawbacks in the current teaching mode of English writing in senior high schools. At the theoretical level, it is feasible to carry out the process writing method in senior high school English composition teaching, and its validity must be verified by practice. A five-month teaching experiment was carried out. In this teaching experiment, the author used the process writing method throughout the English composition teaching activities to design the teaching activities step by step, and put forward specific requirements to the students. And provide more opportunities for students to practice and practice writing, such as research study, weekly notes, free composition, relay composition, summary writing, English drama, etc. The purpose is to encourage students to write more. By making students understand and master the combination of writing and recitation, and combining writing with review, the students will eventually develop into cooperative writing and independent writing. Then the principle of process writing is applied to the English writing classroom in senior high school. After the experiment, the author makes a comparative analysis of the students' writing achievement data before and after the process writing practice and the questionnaire on the present situation of writing. The author draws the following conclusions: the practical practice of process writing is very operational, which is helpful to enhance students' confidence and interest in English composition learning, to cultivate and enhance students' English writing ability, and to promote their comprehensive English proficiency. The author puts forward some thoughts on the process and deficiency of the experiment and advocates the flexible application of the process writing method in senior high school English composition teaching so as to improve the present situation of English writing teaching and improve the teaching effectiveness.
【學(xué)位授予單位】：杭州師范大學(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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相關(guān)期刊論文 前2條

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本文編號：1572191