發(fā)布時(shí)間：2018-05-06 07:38

  本文選題：支架式教學(xué) + 寫作教學(xué)　； 參考：《華中師范大學(xué)》2015年碩士論文

【摘要】：語(yǔ)言是與人進(jìn)行交流的工具,語(yǔ)言學(xué)習(xí)的目的則是培養(yǎng)學(xué)習(xí)者運(yùn)用語(yǔ)言進(jìn)行交際的能力。隨著經(jīng)濟(jì)與文化的全球化,掌握英語(yǔ)已成為當(dāng)今社會(huì)發(fā)展的必然趨勢(shì),英語(yǔ)交際能力在不同領(lǐng)域發(fā)揮著越來(lái)越重要的作用。用英語(yǔ)進(jìn)行寫作,是學(xué)習(xí)者運(yùn)用英語(yǔ)語(yǔ)言表達(dá)思想,體現(xiàn)出他們掌握及駕馭英語(yǔ)的程度。在高中英語(yǔ)寫作教學(xué)中,忽略了對(duì)學(xué)生綜合運(yùn)用英語(yǔ)的能力的培養(yǎng),成為其教學(xué)中相對(duì)薄弱的環(huán)節(jié),對(duì)高中寫作教學(xué)的研究也比較有限。本文從兩個(gè)方面對(duì)現(xiàn)在英語(yǔ)教學(xué)存在的問(wèn)題進(jìn)行分析,即：教師教的問(wèn)題和學(xué)生寫的問(wèn)題。傳統(tǒng)寫作教學(xué)模式,因其缺少學(xué)習(xí)的語(yǔ)言環(huán)境和寫作技巧的指導(dǎo),使得教學(xué)內(nèi)容枯燥,未能調(diào)動(dòng)學(xué)生寫作的積極性,因而學(xué)生寫作潛能的挖掘受到阻礙,他們的寫作能力得不到充分鍛煉和提高。本論文擬就運(yùn)用支架式教學(xué)理論于高中英語(yǔ)寫作教學(xué)中,旨在探索其理論指導(dǎo)下的高中英語(yǔ)寫作教學(xué)的有效性。在教學(xué)實(shí)踐中,教師為學(xué)生搭建支架,減少其寫作前的畏懼心理,提高學(xué)生動(dòng)手寫的積極性,最終達(dá)到提高其寫作能力的目的。本論文在湖北省武漢市江夏區(qū)第一中學(xué)進(jìn)行實(shí)驗(yàn)研究。擬驗(yàn)證下面兩個(gè)問(wèn)題：(1)較之傳統(tǒng)的寫作教學(xué)方法,支架式理論運(yùn)用于寫作教學(xué),能否更有效的使學(xué)生的英語(yǔ)寫作水平得以提高?(2)支架式教學(xué)模式較之傳統(tǒng)的寫作教學(xué)模式,能否有效調(diào)動(dòng)學(xué)生的寫作積極性,提高學(xué)生的寫作興趣及寫作能力?本研究所選的受試對(duì)象是高二年級(jí)的兩個(gè)理科平行班,每個(gè)班均為50名,其平均年齡是17歲。將支架教學(xué)方法運(yùn)用于實(shí)驗(yàn)班的寫作教學(xué),而將傳統(tǒng)的寫作教學(xué)方法運(yùn)用于對(duì)照班的寫作教學(xué)。本研究在實(shí)驗(yàn)前和實(shí)驗(yàn)后分別進(jìn)行了寫作能力測(cè)試、問(wèn)卷調(diào)查。經(jīng)過(guò)為期10個(gè)月的實(shí)驗(yàn)研究,結(jié)果證實(shí)了實(shí)驗(yàn)前的假設(shè),即支架式教學(xué)較之傳統(tǒng)的寫作教學(xué)模式,支架式教學(xué)指導(dǎo)下的高中寫作教學(xué),能有效調(diào)動(dòng)學(xué)生寫作的積極性,使學(xué)生的寫作能力得到鍛煉,從而使的他們的寫作水平得以提高。在具體的操作過(guò)程中,開(kāi)展教學(xué)實(shí)踐有一定的難度,也存在一些問(wèn)題。如：探究創(chuàng)設(shè)情境的有效性；支架幫助提供的最佳時(shí)機(jī)；激勵(lì)學(xué)生進(jìn)行討論、合作學(xué)習(xí)時(shí),采用何種評(píng)價(jià)方式最有效等。那么,我們教師在今后的實(shí)驗(yàn)研究中,將會(huì)面臨這些新的課題,繼續(xù)進(jìn)行這些內(nèi)容的具體的探索。
[Abstract]:Language is a tool for communicating with people, and the purpose of language learning is to develop learners' ability to communicate with each other. With the globalization of economy and culture, mastering English has become an inevitable trend of social development. English communicative competence is playing a more and more important role in different fields. Writing in English means that learners express their ideas in English language, reflecting their mastery and mastery of English. In the teaching of English writing in senior high school, the cultivation of students' comprehensive ability to use English has been neglected, which has become a relatively weak link in their teaching, and the research on the teaching of writing in senior high school is also relatively limited. This paper analyzes the existing problems in English teaching from two aspects, that is, teachers' problems and students' writing problems. The traditional writing teaching mode, because of its lack of learning language environment and the guidance of writing skills, makes the teaching content boring and fails to arouse the students' enthusiasm of writing. Their writing ability is not fully trained and improved. The purpose of this thesis is to explore the effectiveness of the teaching of high school English writing under the guidance of the theory. In teaching practice, teachers build scaffolding for students, reduce their fear before writing, improve the enthusiasm of students to write, and finally achieve the goal of improving their writing ability. This paper carries on the experimental research in the No. 1 Middle School of Jiangxia District, Wuhan City, Hubei Province. To verify the following two questions: 1) compared with the traditional writing teaching method, can the scaffolding theory be used in writing teaching more effectively to improve students' English writing proficiency?) the scaffolding teaching mode is more effective than the traditional writing teaching mode. Can we effectively arouse the students' writing enthusiasm and improve their writing interest and writing ability? The subjects in this study were two parallel science classes in grade two, each with 50 students, with an average age of 17 years. The frame teaching method is applied to the writing teaching in the experimental class, while the traditional writing teaching method is applied to the writing teaching in the control class. Before and after the experiment, writing ability tests and questionnaires were conducted in this study. After 10 months of experimental research, the results confirm the hypothesis that the scaffold teaching can effectively arouse the students' enthusiasm in writing, compared with the traditional writing teaching mode. Students can improve their writing ability by improving their writing ability. In the concrete operation process, it is difficult to carry out teaching practice, but there are also some problems. For example: to explore the effectiveness of situational creation; the best time the scaffold helps to provide; to stimulate students to discuss, cooperative learning, which evaluation method is the most effective and so on. So, our teachers will face these new topics in the future experimental research, and continue to explore these contents.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前3條

1 尹青梅;;“支架”理論在CAI英語(yǔ)寫作教學(xué)中的應(yīng)用[J];外語(yǔ)電化教學(xué);2007年01期

2 方琰,方艷華;以語(yǔ)類為基礎(chǔ)的應(yīng)用文英語(yǔ)寫作教學(xué)模式[J];外語(yǔ)與外語(yǔ)教學(xué);2002年01期

3 張吉生,周平;英語(yǔ)寫作教學(xué)中“結(jié)果法”與“過(guò)程法”的對(duì)比研究[J];外語(yǔ)與外語(yǔ)教學(xué);2002年09期

，

本文編號(hào)：1851396