本文選題：建構(gòu)主義 + 英語(yǔ)寫(xiě)作�。� 參考：《洛陽(yáng)師范學(xué)院》2015年碩士論文

【摘要】：依據(jù)《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》，高中英語(yǔ)教學(xué)要著重培養(yǎng)學(xué)生的語(yǔ)言綜合運(yùn)用能力,而寫(xiě)作能力是語(yǔ)言綜合運(yùn)用能力的重要部分。在高中英語(yǔ)各類(lèi)考試中，寫(xiě)作占到總分的六分之一，因此，英語(yǔ)寫(xiě)作教學(xué)理應(yīng)受到重視。然而本研究通過(guò)調(diào)查發(fā)現(xiàn)，在高中階段老師和學(xué)生雖然能夠意識(shí)到寫(xiě)作的重要性，但基本圍繞高考需要進(jìn)行突擊訓(xùn)練，系統(tǒng)的寫(xiě)作教學(xué)沒(méi)有得到足夠的重視。針對(duì)這個(gè)問(wèn)題,本文以建構(gòu)主義理論為依據(jù),通過(guò)在洛陽(yáng)市第一高級(jí)中學(xué)高一部分學(xué)生中進(jìn)行寫(xiě)作實(shí)驗(yàn),旨在探討建構(gòu)主義理論對(duì)高中英語(yǔ)寫(xiě)作教學(xué)的影響,尋求提高學(xué)生書(shū)面表達(dá)能力的有效途徑。 首先，本研究介紹了以學(xué)生為中心的建構(gòu)主義教學(xué)理論，其核心觀(guān)點(diǎn)是：（1）知識(shí)是主動(dòng)建構(gòu)的，而不是從外界被動(dòng)吸收的，強(qiáng)調(diào)學(xué)生對(duì)知識(shí)的主動(dòng)探索；（2）個(gè)體是通過(guò)先前的經(jīng)驗(yàn)總結(jié)，重新建構(gòu)新的認(rèn)知結(jié)構(gòu)，而不是去發(fā)現(xiàn)獨(dú)立于他們頭腦之外的知識(shí)世界；（3）建構(gòu)主義強(qiáng)調(diào)的“情境”、“協(xié)作”和“會(huì)話(huà)”這些學(xué)習(xí)環(huán)境中的要素對(duì)于高中英語(yǔ)寫(xiě)作教學(xué)有著積極影響。 其次，本研究分析了傳統(tǒng)的高中英語(yǔ)寫(xiě)作教學(xué)方法以及這些方法存在的問(wèn)題，并將建構(gòu)主義理論指導(dǎo)下的高中英語(yǔ)寫(xiě)作教學(xué)策略：即創(chuàng)設(shè)情境—呈現(xiàn)要求—獨(dú)立思考—小組討論—獨(dú)立寫(xiě)作—合作互評(píng)—教師批改—反思學(xué)習(xí)，運(yùn)用到高中寫(xiě)作教學(xué)實(shí)驗(yàn)中。實(shí)驗(yàn)分三個(gè)步驟：（1）前測(cè)和問(wèn)卷調(diào)查。為了了解學(xué)生在實(shí)驗(yàn)前寫(xiě)作水平是否相同，本研究將第一次月考成績(jī)作為實(shí)驗(yàn)前測(cè),同時(shí)，對(duì)學(xué)生進(jìn)行了問(wèn)卷調(diào)查以了解他們的寫(xiě)作態(tài)度；（2）教學(xué)實(shí)驗(yàn)。本實(shí)驗(yàn)選取了九、十兩個(gè)自然班為對(duì)象，其中九班為實(shí)驗(yàn)班采用建構(gòu)主義理論指導(dǎo)下的寫(xiě)作策略進(jìn)行教學(xué)，，十班為控制班進(jìn)行傳統(tǒng)的寫(xiě)作教學(xué)；（3）實(shí)驗(yàn)后測(cè)、問(wèn)卷調(diào)查和訪(fǎng)談。為了驗(yàn)證建構(gòu)主義理論指導(dǎo)下的寫(xiě)作策略是否有效，對(duì)本學(xué)期的期末成績(jī)進(jìn)行統(tǒng)計(jì)，作為實(shí)驗(yàn)后測(cè)。并通過(guò)調(diào)查和訪(fǎng)談了解學(xué)生實(shí)驗(yàn)后的寫(xiě)作興趣和態(tài)度。 通過(guò)數(shù)據(jù)分析，本研究得出以下結(jié)論：（1）建構(gòu)主義理論指下的寫(xiě)作策略能夠幫助學(xué)生提高寫(xiě)作成績(jī)，受訓(xùn)班級(jí)成績(jī)明顯好于非受訓(xùn)班級(jí)；（2）建構(gòu)主義理論指導(dǎo)下的合作學(xué)習(xí)有助于激發(fā)高中生的寫(xiě)作興趣；（3）建構(gòu)主義理論指導(dǎo)下的合作學(xué)習(xí)能夠發(fā)展學(xué)生們的交際能力和思維能力。 最后，本研究指出了建構(gòu)主義理論指導(dǎo)下的寫(xiě)作教學(xué)策略在實(shí)施過(guò)程中的局限性并對(duì)教師和學(xué)生提出了一些建議：教師在課前應(yīng)為創(chuàng)設(shè)寫(xiě)作情境做好準(zhǔn)備，充分利用好網(wǎng)絡(luò)、教材等資源,以激發(fā)學(xué)生們的寫(xiě)作興趣；學(xué)生應(yīng)學(xué)會(huì)主動(dòng)探索，并積極與同伴合作學(xué)習(xí)。
[Abstract]:Based on the theory of constructionism , this paper attempts to probe into the influence of constructivist theory on the teaching of high school English writing and to find an effective way to improve the writing ability of students .

Firstly , this paper introduces the theory of constructivist teaching centered on students . The core idea is : ( 1 ) Knowledge is actively constructed , not passively absorbed from the outside world , emphasizes the students ' initiative exploration of knowledge ;
( 2 ) The individual is to reconstruct the new cognitive structure through the previous experience , not to discover the knowledge world independent of their minds ;
( 3 ) The " situation " , " collaboration " and " conversation " emphasized by the constructivist doctrine have a positive impact on the teaching of high school English writing .

Secondly , this paper analyses the traditional teaching methods of high school English and the problems existing in these methods , and puts forward the teaching strategies of high school English writing under the guidance of constructivist theory .
( 2 ) Teaching experiment . Nine and ten natural classes are selected as the object , in which nine classes are used as experimental classes to teach the writing strategy under the guidance of constructivist theory , and ten classes are traditional writing teaching for the control class ;
( 3 ) Post - test , questionnaire and interview . To verify whether the writing strategy under the guidance of constructivist theory is effective , the final grade of this semester is counted as the post - experiment test , and the writing interest and attitude after the students ' experiment are understood through investigation and interview .

Based on the data analysis , the following conclusions are drawn : ( 1 ) The writing strategy under the theory of constructivist theory can help students improve their writing scores , and the results of the classes are obviously better than those of non - trained classes ;
( 2 ) Cooperative learning under the guidance of constructivist theory can help stimulate the writing interest of high school students ;
( 3 ) Cooperative learning under the guidance of constructivist theory can develop students ' communicative competence and thinking ability .

Finally , this paper points out the limitations of the writing teaching strategy under the guidance of constructivist theory and puts forward some suggestions to teachers and students : the teacher should prepare for the creation of writing situation before class , make full use of the resources such as good network , teaching material and so on , so as to stimulate students ' writing interest ;
Students should learn to explore actively and actively cooperate with peers .
【學(xué)位授予單位】：洛陽(yáng)師范學(xué)院
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前2條

1 何克抗;建構(gòu)主義的教學(xué)模式、教學(xué)方法與教學(xué)設(shè)計(jì)[J];北京師范大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);1997年05期

2 范琳,張其云;建構(gòu)主義教學(xué)理論與英語(yǔ)教學(xué)改革的契合[J];外語(yǔ)與外語(yǔ)教學(xué);2003年04期

本文編號(hào)：2090009