本文選題：支架教學 + 英語寫作教學模式��； 參考：《曲阜師范大學》2015年碩士論文

【摘要】：支架教學遵循以學生為中心的教學理念,強調通過搭建支架,建立真實情境等來引導學生對知識進行自我構建,以此提高學生的學習能力和學習興趣,并有效實現(xiàn)教和學的互動。本文回顧了有關支架教學的相關研究,其研究表明,支架教學在國外的發(fā)展已日漸成熟,國內學者也在逐步進行相關理論和實證研究,但針對初中生英語寫作的實證研究相對較少,研究角度大部分針對學生寫作成績,師生角色的研究和課堂模式的規(guī)劃相對缺乏。為此,在該教學的啟發(fā)下,針對初中生英語寫作現(xiàn)狀和課程需要,本文探討了如何以支架教學為基礎,構建適合初中生的寫作教學的課堂模式,并試圖從學生寫作成績,興趣和方法,以及師生角色三個方面探討該教學方法對初中生英語寫作的影響。本文旨在采用定性和定量相結合的方法,分析支架教學在英語寫作教學中運用。實驗對象來自濰坊市臨朐縣某初級中學兩個平行班的學生,同時授課8個周。兩個班級被隨機抽選為控制班和實驗班�？刂瓢嗖捎脗鹘y(tǒng)的寫作教學方法,在實驗班采用基于支架教學的課堂模式。研究前后,在兩個班級進行了測試,并對實驗班進行了問卷調查。數(shù)據(jù)來自問卷調查和測試,并用SPSS(16.0)軟件進行了分析和處理。通過數(shù)據(jù)分析,實驗班和控制班的學生成績差異顯著(P0.05);學生在寫作興趣和方法方面有很大提高;老師和學生的的關系也有了明顯的變化。因此,本研究的結論具體表現(xiàn)為:第一,與傳統(tǒng)寫作教學相比,以支架教學為基礎的寫作教學適合于初中寫作教學并能有效地提高學生的寫作成績。第二,學生在英語寫作方面表現(xiàn)得更有自信心并且能夠積極列提綱、進行自我修改和同伴修改等。第三,通過交流質量和課堂氛圍來看,取代以教師為中心的課堂模式,老師成為學生學習的促進者而不是灌輸者,并為學生提供合理及時的支架支持;并且學生有更多的機會表達自己的想法、能夠積極跟同學和老師交流自己的作文和學習;取代單一的課堂模式,活越的課堂氣氛為學生提供了有效的學習和寫作環(huán)境。本論文回顧相應的理論基礎,并進行了實證研究,探討了以支架教學為基礎的寫作教學的課堂模式,注重寫作任務和學生所使用教材的融合,并從師生角色的變化探討了該教學方法對寫作的影響,因此在研究角度和內容方面有一定創(chuàng)新。該研究仍存在一定的不足,但其教學效果明顯。希望本文能夠促進更多的學者對支架教學的相關運用進行更深入的探討。
[Abstract]:Scaffolding teaching follows the concept of student-centered teaching. It emphasizes that students should be guided to construct their own knowledge by building scaffolding and real situation, so as to improve students' learning ability and interest. And effectively realize the interaction between teaching and learning. This paper reviews the related research on scaffolding teaching. The research shows that the development of scaffolding teaching in foreign countries has become more and more mature, and domestic scholars are gradually carrying out relevant theoretical and empirical research. However, there are relatively few empirical studies on junior high school students' English writing, most of which focus on students' writing achievement, the role of teachers and students and the planning of classroom model. Therefore, under the inspiration of this teaching, aiming at the present situation and curriculum needs of junior high school students' English writing, this paper discusses how to construct a classroom model suitable for junior high school students' writing teaching on the basis of scaffolding teaching, and attempts to build a classroom model suitable for junior high school students' writing teaching. This paper discusses the influence of the teaching method on junior high school students' English writing from three aspects: interest and method, as well as the role of teachers and students. The purpose of this paper is to use qualitative and quantitative methods to analyze the application of scaffolding teaching in English writing teaching. The subjects were students from two parallel classes in a junior middle school in Linqu County of Weifang City and were taught for 8 weeks at the same time. Two classes were randomly selected as control class and experimental class. The control class adopts the traditional writing teaching method, and the experimental class adopts the scaffolding teaching mode. Before and after the study, two classes were tested, and the experimental class was investigated. The data were collected from questionnaire and tested, and analyzed and processed by SPSS software 16.0. Through the data analysis, there are significant differences between the experimental class and the control class, the students' interest and methods in writing have been greatly improved, and the relationship between teachers and students has changed obviously. Therefore, the conclusions of this study are as follows: first, compared with the traditional writing teaching, the writing teaching based on scaffolding teaching is suitable for junior high school writing teaching and can effectively improve students' writing performance. Second, students have more confidence in English writing and can actively outline, self-revision and peer modification. Thirdly, through the quality of communication and classroom atmosphere, instead of the teacher-centered classroom model, teachers become the promoters rather than the indoctrinators of students' learning, and provide reasonable and timely support for students; And students have more opportunities to express their ideas, can actively communicate their composition and learning with students and teachers; instead of a single classroom model, the living classroom atmosphere for students to provide an effective learning and writing environment. This paper reviews the corresponding theoretical basis, and carries out empirical research, discusses the classroom model of writing teaching based on scaffolding teaching, pays attention to the integration of writing tasks and textbooks used by students. The influence of the teaching method on writing is discussed from the change of teachers and students' roles, so there are some innovations in the research angle and content. The research still has some shortcomings, but its teaching effect is obvious. I hope this paper can promote more scholars to explore the application of scaffolding teaching.
【學位授予單位】：曲阜師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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