本文選題：以讀促寫 + 高中英語教學(xué)　； 參考：《南京師范大學(xué)》2015年碩士論文

【摘要】：作為聽、說、讀、寫四項技能之一,英語寫作是高中英語教學(xué)中不可或缺的組成部分,其重要性再怎么強調(diào)也不為過。然而,高中生英語寫作狀況讓人擔(dān)憂。為了擺脫目前的困境,國內(nèi)外許多專家提出讀寫結(jié)合,并進(jìn)行了一系列的相關(guān)研究。但大多數(shù)的研究對象是大學(xué)生,關(guān)注高中生讀寫結(jié)合的實證研究不多。本論文,以Krashen的可理解性輸入與Swain的可理解性輸出理論為依據(jù),從實證的角度探討以下兩個問題：1、以讀促寫教學(xué)運用于高二英語課堂教學(xué)對學(xué)生的英語寫作產(chǎn)生什么樣的影響?2、學(xué)生對待以讀促寫教學(xué)持什么態(tài)度?本次研究以沭陽高級中學(xué)高二的兩個平行班為實驗對象,一個設(shè)為實驗班,另一個為對照班,進(jìn)行一個學(xué)期的教學(xué)實驗。實驗期間,實驗班與對照班使用同一教材,不同的是實驗班采用以讀促寫教學(xué),而對照班則采用傳統(tǒng)教學(xué)模式。通過前測、后測、問卷調(diào)查方法來研究以讀促寫對高二學(xué)生寫作產(chǎn)生什么樣的影響。所收集到的原始數(shù)據(jù)通過SPSS系統(tǒng)進(jìn)行分析,研究結(jié)果表明：1、實驗班作文整體成績較前測提高了2.3分,而對照班提高幅度不大。另外,實驗班學(xué)生的作文在篇章結(jié)構(gòu)、語言的連貫性、新詞匯的使用、語言的復(fù)雜性及語言的準(zhǔn)確性五個方面也有顯著提升。此結(jié)果表明以讀促寫是提高高中生英語寫作的有效途徑。2、問卷調(diào)查數(shù)據(jù)表明90%的學(xué)生對以讀促寫教學(xué)持肯定態(tài)度,認(rèn)為以讀促寫增強了寫作自信,他們對寫作不再感到焦慮。本次研究對高中英語寫作教學(xué)的啟示是：1、高中英語課堂教學(xué)不應(yīng)為讀而讀、為寫而寫,而應(yīng)讀寫結(jié)合,以讀促寫。2、以讀促寫過程中,教師應(yīng)充分挖掘教材文本,給學(xué)生足夠的可理解性輸入,為寫作搭建好支架。
[Abstract]:As one of the four skills of listening, speaking, reading and writing, English writing is an indispensable part of high school English teaching, and its importance cannot be overemphasized. However, the situation of high school students writing English is worrying. In order to get rid of the current predicament, many experts at home and abroad proposed the combination of reading and writing, and carried out a series of related studies. However, most of the research objects are college students, and there are few empirical studies focusing on the combination of high school students' reading and writing. This paper is based on the theory of comprehensible input of Krashen and comprehensible output of Swain. From an empirical point of view, this paper discusses the following two questions: 1. What is the impact of the application of reading and writing teaching in senior 2 English classroom teaching on students' English writing? 2. What is the attitude of the students towards the teaching of reading and writing? This research takes two parallel classes in Shuyang Senior Middle School as the experimental object, one as the experimental class and the other as the control class, and carries on the teaching experiment for a semester. During the experiment, the experimental class and the control class use the same teaching material, the difference is that the experimental class adopts the teaching of reading and writing, while the control class adopts the traditional teaching mode. By means of pre-test, post-test and questionnaire, this paper studies the influence of reading and writing on senior 2 students' writing. The original data collected were analyzed by SPSS system. The results showed that the overall score of composition of the experimental class was 2.3 points higher than that of the pre-test, but the improvement of the control class was not significant. In addition, the composition of the experimental class also has significant improvement in five aspects: text structure, language coherence, the use of new vocabulary, language complexity and language accuracy. The results show that reading and writing is an effective way to improve senior high school students' English writing. The questionnaire survey shows that 90% of the students have a positive attitude towards reading and writing teaching, and think that reading promotes writing enhances their writing confidence, and they no longer feel anxious about writing. The enlightenment of this study to the teaching of English writing in senior high school is: 1. In the process of reading and promoting writing, teachers should fully excavate the text of the teaching material, instead of reading and writing, but should combine reading and writing, and promote the writing by reading, while teaching English in senior high school should not be read and read, but should be written for the sake of writing. Give students enough comprehensible input to build scaffolding for writing.
【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：1869930