支架式教學(xué)對高中英語寫作的影響
發(fā)布時間：2018-09-09 08:22
【摘要】：基于建構(gòu)主義的支架式教學(xué),源于維果茨基的“最近發(fā)展區(qū)”理論。它是在以學(xué)生為中心的教育背景下提出,通過為學(xué)生搭建合理的概念框架,幫助學(xué)生逐步獨立探索,最終實現(xiàn)對所學(xué)知識的意義建構(gòu)。本研究將支架式教學(xué)模式應(yīng)用于中學(xué)英語寫作教學(xué)實踐,以期改變高中英語寫作教學(xué)的現(xiàn)狀。本研究探討以下研究問題：一是支架式教學(xué)模式對學(xué)生英語寫作的內(nèi)容、結(jié)構(gòu)和語言方面質(zhì)量有什么影響?二是支架式教學(xué)模式對學(xué)生英語寫作的興趣、自信心和態(tài)度方面情感有什么影響?本研究的研究對象為邗江實驗學(xué)校高二學(xué)生,其中兩個班的學(xué)生參與了本次實驗。實驗前對兩個班學(xué)生進行了前測,發(fā)現(xiàn)兩個班的英語寫作水平?jīng)]有顯著差異。兩個班由同一位寫作老師任教,控制班采用傳統(tǒng)寫作教學(xué)法,實驗班采用支架式教學(xué)法。兩個月后對兩個班學(xué)生進行后測。前后測數(shù)據(jù)由英語寫作教師和研究者共同收集。數(shù)據(jù)分析包括獨立樣本T檢驗和配對樣本T檢驗,前者旨在發(fā)現(xiàn)實驗后兩個班是否存在差異,后者旨在比較出同一個班內(nèi)前后測的差異。并且在實驗結(jié)束后,在實驗班做問卷調(diào)查用來獲取支架式教學(xué)對學(xué)生英語寫作情感的變化。本研究得出的主要結(jié)論如下：第一,與傳統(tǒng)的教學(xué)法相比,支架式教學(xué)提高學(xué)生寫作質(zhì)量效果更好。在內(nèi)容方面,實驗班的平均值為25,控制班平均值為22.34。獨立樣本T檢驗表明,兩個班在.001上存在顯著差異。這可能是因為在寫作過程中大量的互動討論和交流會幫助學(xué)生激發(fā)更多的寫作思路,這可能會使他們的寫作內(nèi)容豐富多彩。在結(jié)構(gòu)方面,實驗班平均值為26.26,控制班平均值為24.53。獨立樣本T檢驗表明,兩個班在.01上存在顯著差異。這可能是因為實驗班學(xué)生注重文章的段落結(jié)構(gòu)和句子間的邏輯關(guān)系。在語言方面,實驗班平均值為33,控制班平均值為32。雖然實驗班的成績好于控制班,但兩者之間沒有顯著差異,部分原因是實驗班學(xué)生在自主探索和合作學(xué)習(xí)中在語言方面沒有給予足夠的重視。第二,實驗班學(xué)生對于支架式教學(xué)在寫作中的應(yīng)用持積極肯定的態(tài)度。在興趣方面,實驗班100%的學(xué)生贊同和十分贊同對寫作情境的設(shè)置感興趣。90.2%的學(xué)生贊同和十分贊同對寫作過程中的合作探究感興趣。80.6%的學(xué)生贊同和十分贊同對寫作“問題支架”的搭建感興趣。在自信心方面,實驗班83.8%的學(xué)生贊同和十分贊同對寫作“內(nèi)容”有自信心。93.5%的學(xué)生贊同和十分贊同對寫作“結(jié)構(gòu)”有自信心。87%的學(xué)生贊同和十分贊同對寫作“語言”有自信心。在態(tài)度方面,實驗班93.5%的學(xué)生贊同和十分贊同在寫作教學(xué)過程中搭建“問題支架”有利于拓展思維。96.8%的學(xué)生贊同和十分贊同在寫作教學(xué)過程中搭建“寫作策略支架”有利于提高寫作能力。96.8%的學(xué)生贊同和十分贊同采取“頭腦風(fēng)暴”有利于拓展詞匯量。93.5%的學(xué)生贊同和十分贊同采取小組討論的方式有利于提高英語寫作學(xué)習(xí)的效果。并且,學(xué)生在表達自己的觀點后得到教師的鼓勵,漸漸地對支架式教學(xué)持積極態(tài)度。本研究給我們的啟示是：第一,教師應(yīng)鼓勵學(xué)生自己建構(gòu)知識,教師在學(xué)生建構(gòu)過程中為其提供幫助。隨著研究的深入,學(xué)生自己能夠完成任務(wù)時,教師會及時撤回腳手架。第二,教師在設(shè)計支架活動時,一定要根據(jù)學(xué)生已有的知識結(jié)構(gòu)、能力水平等,設(shè)計出符合學(xué)生實際水平的、符合“最鄰近發(fā)展區(qū)”要求的支架活動。另外,要根據(jù)課堂內(nèi)的動態(tài)生成情況,適時調(diào)整支架,使之更有效。第三,教師要重視學(xué)生的反饋。學(xué)生能通過交換作文發(fā)現(xiàn)別人的優(yōu)點和缺點,對提高學(xué)生寫作能力有好處。
[Abstract]:The Scaffolding Teaching Based on Constructivism originates from Vygotsky's "zone of proximal development" theory. It is proposed in the context of student-centered education to help students gradually explore independently by building a reasonable conceptual framework for students and ultimately realize the meaning construction of the knowledge they have learned. This study explores the following issues: first, how does Scaffolding Teaching affect the content, structure and language quality of students'English writing? Second, how does Scaffolding Teaching affect students' interest, self-confidence and attitude in English writing The subjects of this study are Senior 2 students of Yongjiang Experimental School. Two classes of students participated in the experiment. Before the experiment, the students of the two classes were tested and no significant difference was found in their English writing proficiency. Scaffolding teaching method was adopted in the experimental class. The two classes were tested two months later. The data were collected by both English writing teachers and researchers. The data analysis included independent sample T test and paired sample T test. The former was designed to find out whether there were differences between the two classes after the experiment and the latter was designed to compare the pre-test and post-test in the same class. At the end of the experiment, a questionnaire was conducted to investigate the effect of Scaffolding Teaching on students'writing emotion. The main conclusions of this study are as follows: Firstly, compared with traditional teaching methods, Scaffolding Teaching is more effective in improving students' writing quality. Independent sample T test showed that there was a significant difference between the two classes in. 001. This may be due to the large number of interactive discussions and exchanges during the writing process to help students stimulate more writing ideas, which may make their writing content rich and colorful. Independent sample T test showed that there was a significant difference between the two classes at. 01. This may be due to the fact that the students in the experimental class paid attention to the logical relationship between paragraph structure and sentences. Part of the reason for the difference is that the students in the experimental class do not pay enough attention to the language in their independent exploration and cooperative learning. Second, the students in the experimental class have a positive attitude towards the application of Scaffolding Teaching in writing. 0.2% of the students agreed and strongly agreed that they were interested in cooperative inquiry in the process of writing. In terms of attitude, 93.5% of the students in the experimental class agreed and strongly agreed that the construction of a "problem framework" in the process of writing teaching was conducive to broadening their thinking. 96.8% of the students agreed and strongly agreed with the construction of a "writing strategy" in the process of writing teaching. 96.8% of the students agreed that "brainstorming" was good for enlarging their vocabulary. 93.5% of the students agreed that group discussion was good for improving the effect of English writing. First, teachers should encourage students to construct their own knowledge, and teachers should help them in the process of students'construction. With the deepening of the study, when students can complete their own tasks, teachers will withdraw the scaffolding in time. Second, teachers must design scaffolding activities. According to the students'existing knowledge structure and ability level, we should design scaffolding activities that meet the students' actual level and the requirements of the "nearest neighborhood development zone". In addition, we should adjust the scaffolding timely to make it more effective according to the dynamic generation in the classroom. Third, teachers should pay attention to students'feedback. Students can find differences by exchanging compositions. The advantages and disadvantages of people are good for improving students' writing ability.
【學(xué)位授予單位】：揚州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41
[Abstract]:The Scaffolding Teaching Based on Constructivism originates from Vygotsky's "zone of proximal development" theory. It is proposed in the context of student-centered education to help students gradually explore independently by building a reasonable conceptual framework for students and ultimately realize the meaning construction of the knowledge they have learned. This study explores the following issues: first, how does Scaffolding Teaching affect the content, structure and language quality of students'English writing? Second, how does Scaffolding Teaching affect students' interest, self-confidence and attitude in English writing The subjects of this study are Senior 2 students of Yongjiang Experimental School. Two classes of students participated in the experiment. Before the experiment, the students of the two classes were tested and no significant difference was found in their English writing proficiency. Scaffolding teaching method was adopted in the experimental class. The two classes were tested two months later. The data were collected by both English writing teachers and researchers. The data analysis included independent sample T test and paired sample T test. The former was designed to find out whether there were differences between the two classes after the experiment and the latter was designed to compare the pre-test and post-test in the same class. At the end of the experiment, a questionnaire was conducted to investigate the effect of Scaffolding Teaching on students'writing emotion. The main conclusions of this study are as follows: Firstly, compared with traditional teaching methods, Scaffolding Teaching is more effective in improving students' writing quality. Independent sample T test showed that there was a significant difference between the two classes in. 001. This may be due to the large number of interactive discussions and exchanges during the writing process to help students stimulate more writing ideas, which may make their writing content rich and colorful. Independent sample T test showed that there was a significant difference between the two classes at. 01. This may be due to the fact that the students in the experimental class paid attention to the logical relationship between paragraph structure and sentences. Part of the reason for the difference is that the students in the experimental class do not pay enough attention to the language in their independent exploration and cooperative learning. Second, the students in the experimental class have a positive attitude towards the application of Scaffolding Teaching in writing. 0.2% of the students agreed and strongly agreed that they were interested in cooperative inquiry in the process of writing. In terms of attitude, 93.5% of the students in the experimental class agreed and strongly agreed that the construction of a "problem framework" in the process of writing teaching was conducive to broadening their thinking. 96.8% of the students agreed and strongly agreed with the construction of a "writing strategy" in the process of writing teaching. 96.8% of the students agreed that "brainstorming" was good for enlarging their vocabulary. 93.5% of the students agreed that group discussion was good for improving the effect of English writing. First, teachers should encourage students to construct their own knowledge, and teachers should help them in the process of students'construction. With the deepening of the study, when students can complete their own tasks, teachers will withdraw the scaffolding in time. Second, teachers must design scaffolding activities. According to the students'existing knowledge structure and ability level, we should design scaffolding activities that meet the students' actual level and the requirements of the "nearest neighborhood development zone". In addition, we should adjust the scaffolding timely to make it more effective according to the dynamic generation in the classroom. Third, teachers should pay attention to students'feedback. Students can find differences by exchanging compositions. The advantages and disadvantages of people are good for improving students' writing ability.
【學(xué)位授予單位】：揚州大學(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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