本文選題：模因理論　切入點(diǎn)：背誦仿寫法　出處：《渤海大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：本研究將模因理論引入高中英語(yǔ)寫作教學(xué)中,目的在于探索基于模因理論的背誦仿寫教學(xué)是否為一種有效高中英語(yǔ)寫作教學(xué)的方法。為了探究基于模因理論的背誦仿寫教學(xué)法是否有效,作者進(jìn)行了16周的實(shí)驗(yàn)。實(shí)驗(yàn)從2014年9月持續(xù)到2015年1月。實(shí)驗(yàn)在本溪市第二高級(jí)中學(xué)高二年級(jí)23班和24班兩個(gè)班級(jí)進(jìn)行。兩個(gè)班級(jí)一個(gè)為實(shí)驗(yàn)班一個(gè)為控制班。實(shí)驗(yàn)中,實(shí)驗(yàn)班采用基于模因理論的背誦仿寫教學(xué)法,控制班采用傳統(tǒng)教學(xué)法進(jìn)行教學(xué)。研究采用的工具有調(diào)查問(wèn)卷(2個(gè))、寫作測(cè)試(2個(gè))。寫作測(cè)試用于測(cè)驗(yàn)前后的學(xué)生的寫作水平。根據(jù)實(shí)驗(yàn)班前測(cè)成績(jī),筆者講實(shí)驗(yàn)班中寫作成績(jī)前十五名劃分為高分組,寫作成績(jī)后十五名為低分組。實(shí)驗(yàn)問(wèn)題如下。(1)基于模因理論的背誦仿寫教學(xué)法能夠改變學(xué)生對(duì)英語(yǔ)寫作的態(tài)度嗎?(2)基于模因理論的背誦仿寫教學(xué)法能夠提高學(xué)生的寫作能力嗎?(3)通過(guò)基于模因理論的背誦仿寫教學(xué)法,哪個(gè)組的學(xué)生提高寫作能力更多?實(shí)驗(yàn)得出的數(shù)據(jù)使用SPSS17.0軟件分析,包括配對(duì)樣本T檢驗(yàn)和獨(dú)立樣本T檢驗(yàn)。用配對(duì)樣本T檢驗(yàn)對(duì)同一班的前測(cè)成績(jī)和后測(cè)成績(jī)差異進(jìn)行分析。用獨(dú)立樣T檢驗(yàn)都對(duì)兩個(gè)班成績(jī)差異進(jìn)行分析。。通過(guò)分析問(wèn)卷調(diào)查,第一個(gè)實(shí)驗(yàn)問(wèn)題的結(jié)論是基于模因理論的背誦仿寫教學(xué)法能夠改變學(xué)生對(duì)英語(yǔ)寫作的態(tài)度。通過(guò)對(duì)前測(cè)后測(cè)成績(jī)的分析,第二第三個(gè)實(shí)驗(yàn)問(wèn)題的結(jié)論為:基于模因理論的背誦仿寫教學(xué)法可以幫助學(xué)生能夠提高寫作能力;通過(guò)基于模因理論的背誦仿寫教學(xué)法,低分組的學(xué)生提高成績(jī)的幅度要大過(guò)高分組的學(xué)生。
[Abstract]:This study introduces the meme theory into English writing teaching in senior high school. The purpose of this paper is to explore whether the teaching of recitation parody writing based on meme theory is an effective method for teaching English writing in senior high school, and to explore whether the teaching method of recitation parody writing based on meme theory is effective. The experiment lasted from September 2014 to January 2015. The experiment was carried out in Class 23 and Class 24 of Grade two in Benxi second Senior Middle School. The two classes were one in the experimental class and the other in the control class. The experimental class adopted the method of memorizing and writing based on meme theory. The control class used traditional teaching methods. The tools used in the study were questionnaires (2 questionnaires, 2 writing tests). The writing test was used for students' writing level before and after the test. The author points out that the top 15 students in the experimental class are divided into high score groups and 15 low scores after writing scores. The experimental question is as follows: 1) can the memorization method based on meme theory change the students' attitude towards English writing? (2) can the method of memorizing and writing based on meme theory improve students' writing ability? (3) which group of students can improve their writing ability more through memorizing and writing teaching method based on meme theory? The data obtained from the experiment are analyzed by SPSS17.0 software. It includes paired sample T test and independent sample T test. Using paired sample T test to analyze the difference of pre-test and post-test scores in the same class. Using independent sample T-test to analyze the difference between the two classes. The conclusion of the first experiment is that memorization based on meme theory can change students' attitude towards English writing. The conclusion of the second and third experimental question is that the method of memorizing and writing based on meme theory can help students to improve their writing ability, and that the teaching method of reciting parody writing based on meme theory can help students improve their writing ability. The students in the lower group improved their grades more than the students in the high score group.
【學(xué)位授予單位】：渤海大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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相關(guān)期刊論文 前1條

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