【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(guò)為學(xué)生搭建合理的概念框架,幫助學(xué)生逐步獨(dú)立探索,最終實(shí)現(xiàn)對(duì)所學(xué)知識(shí)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(yǔ)寫(xiě)作教學(xué)實(shí)踐,以期改變高中英語(yǔ)寫(xiě)作教學(xué)的現(xiàn)狀。本研究探討以下研究問(wèn)題：一是支架式教學(xué)模式對(duì)學(xué)生英語(yǔ)寫(xiě)作的內(nèi)容、結(jié)構(gòu)和語(yǔ)言方面質(zhì)量有什么影響?二是支架式教學(xué)模式對(duì)學(xué)生英語(yǔ)寫(xiě)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(duì)象為邗江實(shí)驗(yàn)學(xué)校高二學(xué)生,其中兩個(gè)班的學(xué)生參與了本次實(shí)驗(yàn)。實(shí)驗(yàn)前對(duì)兩個(gè)班學(xué)生進(jìn)行了前測(cè),發(fā)現(xiàn)兩個(gè)班的英語(yǔ)寫(xiě)作水平?jīng)]有顯著差異。兩個(gè)班由同一位寫(xiě)作老師任教,控制班采用傳統(tǒng)寫(xiě)作教學(xué)法,實(shí)驗(yàn)班采用支架式教學(xué)法。兩個(gè)月后對(duì)兩個(gè)班學(xué)生進(jìn)行后測(cè)。前后測(cè)數(shù)據(jù)由英語(yǔ)寫(xiě)作教師和研究者共同收集。數(shù)據(jù)分析包括獨(dú)立樣本T檢驗(yàn)和配對(duì)樣本T檢驗(yàn),前者旨在發(fā)現(xiàn)實(shí)驗(yàn)后兩個(gè)班是否存在差異,后者旨在比較出同一個(gè)班內(nèi)前后測(cè)的差異。并且在實(shí)驗(yàn)結(jié)束后,在實(shí)驗(yàn)班做問(wèn)卷調(diào)查用來(lái)獲取支架式教學(xué)對(duì)學(xué)生英語(yǔ)寫(xiě)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(xiě)作質(zhì)量效果更好。在內(nèi)容方面,實(shí)驗(yàn)班的平均值為25,控制班平均值為22.34。獨(dú)立樣本T檢驗(yàn)表明,兩個(gè)班在.001上存在顯著差異。這可能是因?yàn)樵趯?xiě)作過(guò)程中大量的互動(dòng)討論和交流會(huì)幫助學(xué)生激發(fā)更多的寫(xiě)作思路,這可能會(huì)使他們的寫(xiě)作內(nèi)容豐富多彩。在結(jié)構(gòu)方面,實(shí)驗(yàn)班平均值為26.26,控制班平均值為24.53。獨(dú)立樣本T檢驗(yàn)表明,兩個(gè)班在.01上存在顯著差異。這可能是因?yàn)閷?shí)驗(yàn)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(yǔ)言方面,實(shí)驗(yàn)班平均值為33,控制班平均值為32。雖然實(shí)驗(yàn)班的成績(jī)好于控制班,但兩者之間沒(méi)有顯著差異,部分原因是實(shí)驗(yàn)班學(xué)生在自主探索和合作學(xué)習(xí)中在語(yǔ)言方面沒(méi)有給予足夠的重視。第二,實(shí)驗(yàn)班學(xué)生對(duì)于支架式教學(xué)在寫(xiě)作中的應(yīng)用持積極肯定的態(tài)度。在興趣方面,實(shí)驗(yàn)班100%的學(xué)生贊同和十分贊同對(duì)寫(xiě)作情境的設(shè)置感興趣。90.2%的學(xué)生贊同和十分贊同對(duì)寫(xiě)作過(guò)程中的合作探究感興趣。80.6%的學(xué)生贊同和十分贊同對(duì)寫(xiě)作“問(wèn)題支架”的搭建感興趣。在自信心方面,實(shí)驗(yàn)班83.8%的學(xué)生贊同和十分贊同對(duì)寫(xiě)作“內(nèi)容”有自信心。93.5%的學(xué)生贊同和十分贊同對(duì)寫(xiě)作“結(jié)構(gòu)”有自信心。87%的學(xué)生贊同和十分贊同對(duì)寫(xiě)作“語(yǔ)言”有自信心。在態(tài)度方面,實(shí)驗(yàn)班93.5%的學(xué)生贊同和十分贊同在寫(xiě)作教學(xué)過(guò)程中搭建“問(wèn)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(xiě)作教學(xué)過(guò)程中搭建“寫(xiě)作策略支架”有利于提高寫(xiě)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(yǔ)寫(xiě)作學(xué)習(xí)的效果。并且,學(xué)生在表達(dá)自己的觀點(diǎn)后得到教師的鼓勵(lì),漸漸地對(duì)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(lì)學(xué)生自己建構(gòu)知識(shí),教師在學(xué)生建構(gòu)過(guò)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(shí),教師會(huì)及時(shí)撤回腳手架。第二,教師在設(shè)計(jì)支架活動(dòng)時(shí),一定要根據(jù)學(xué)生已有的知識(shí)結(jié)構(gòu)、能力水平等,設(shè)計(jì)出符合學(xué)生實(shí)際水平的、符合“最鄰近發(fā)展區(qū)”要求的支架活動(dòng)。另外,要根據(jù)課堂內(nèi)的動(dòng)態(tài)生成情況,適時(shí)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(guò)交換作文發(fā)現(xiàn)別人的優(yōu)點(diǎn)和缺點(diǎn),對(duì)提高學(xué)生寫(xiě)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(yáng)州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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