【摘要】：本文旨在探討如何將生態(tài)教學(xué)應(yīng)用到初中英語(yǔ)寫(xiě)作中,并檢測(cè)它在激發(fā)初中生英語(yǔ)寫(xiě)作興趣,改變學(xué)生寫(xiě)作的情感態(tài)度,及寫(xiě)作水平方面的影響和作用。英語(yǔ)寫(xiě)作能力體現(xiàn)了學(xué)生的英語(yǔ)綜合素質(zhì),寫(xiě)作一直是初中英語(yǔ)教學(xué)的重點(diǎn)和難點(diǎn),然而初中英語(yǔ)寫(xiě)作教學(xué)的現(xiàn)狀不容樂(lè)觀,許多教師對(duì)寫(xiě)作教學(xué)不夠重視,并缺乏相關(guān)理論方面的研究;初中生缺乏寫(xiě)作信心和興趣,寫(xiě)作效率低下,因此為了讓初中英語(yǔ)寫(xiě)作教學(xué)更加有效,筆者探討了生態(tài)教學(xué)在初中英語(yǔ)寫(xiě)作教學(xué)領(lǐng)域的運(yùn)用,生態(tài)教學(xué)就用生態(tài)學(xué)的方法來(lái)分析和解決英語(yǔ)教學(xué)中存在的問(wèn)題,它強(qiáng)調(diào)以學(xué)生中心,把教師、學(xué)生、教學(xué)環(huán)境等要素看作一個(gè)相互依存、相互制約的生態(tài)系統(tǒng),將整體性、開(kāi)放性、互動(dòng)、可持續(xù)發(fā)展等生態(tài)教育理念融入到教學(xué)中。本文的研究問(wèn)題是:(1)生態(tài)教學(xué)是否有助于激發(fā)學(xué)生的英語(yǔ)寫(xiě)作興趣、增強(qiáng)寫(xiě)作信心?(2)生態(tài)教學(xué)是否有助于提高學(xué)生的英語(yǔ)寫(xiě)作成績(jī)?作者采用問(wèn)卷調(diào)查,試卷測(cè)試,訪談的方式進(jìn)行研究。作者抽取了愛(ài)陽(yáng)中學(xué)初二的兩個(gè)平行班作為研究對(duì)象,其中一個(gè)班級(jí)為實(shí)驗(yàn)班,另一個(gè)為控制班,實(shí)驗(yàn)前對(duì)兩個(gè)班級(jí)都進(jìn)行了一次前測(cè)和問(wèn)卷調(diào)查,實(shí)驗(yàn)班采用筆者提出的生態(tài)教學(xué)方法,控制班仍用傳統(tǒng)的教學(xué)方法,兩個(gè)班的授課老師皆為筆者。通過(guò)實(shí)驗(yàn)前后對(duì)兩個(gè)班級(jí)英語(yǔ)寫(xiě)作能力的測(cè)試和前后問(wèn)卷,得出相關(guān)數(shù)據(jù)并用SPSS軟件進(jìn)行數(shù)據(jù)統(tǒng)計(jì)分析。結(jié)果發(fā)現(xiàn):實(shí)驗(yàn)班的學(xué)生英語(yǔ)寫(xiě)作成績(jī)有了顯著提高,并且學(xué)生的對(duì)寫(xiě)作的學(xué)習(xí)興趣和態(tài)度方面有了很大的改善。因此,將生態(tài)教學(xué)應(yīng)用于初中的英語(yǔ)寫(xiě)作教學(xué)是可行而有效的。
[Abstract]:The purpose of this paper is to explore how to apply ecological teaching to junior high school English writing, and to examine its influence and function in stimulating junior high school students' interest in English writing, changing students' affective attitude and writing level. English writing ability reflects students' comprehensive quality of English. Writing has always been the focus and difficulty of junior high school English teaching. However, the present situation of junior high school English writing teaching is not optimistic, and many teachers do not pay enough attention to writing teaching. And lack of relevant theoretical research; Junior high school students lack of confidence and interest in writing, writing efficiency is low, so in order to make junior high school English writing teaching more effective, the author discusses the application of ecological teaching in junior high school English writing teaching. Ecological teaching is to analyze and solve the problems in English teaching by ecological method. It emphasizes the student-centered, regards teachers, students, teaching environment and other elements as an interdependent and mutually restricted ecosystem, which will be integrated. Open, interactive, sustainable development and other ecological education concepts into the teaching. The research questions are as follows: (1) can ecological teaching help to stimulate students' interest in English writing and enhance their writing confidence? (2) does ecological teaching contribute to the improvement of students' English writing scores? The author used questionnaires, test papers and interviews to study. The author takes two parallel classes in the second year of Aiyang Middle School as the research object, one of them is the experimental class and the other is the control class. The experimental class adopts the ecological teaching method proposed by the author, and the control class still uses the traditional teaching method. Through the test and questionnaire of the two classes' English writing ability before and after the experiment, the relevant data were obtained and the data were statistically analyzed with SPSS software. The results show that the students' English writing scores in the experimental class have improved significantly, and their interest and attitude towards English writing have been greatly improved. Therefore, it is feasible and effective to apply ecological teaching to English writing teaching in junior high school.
【學(xué)位授予單位】：遼寧師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 陳紅;;英語(yǔ)寫(xiě)作生態(tài)課堂教學(xué)探究[J];湖北函授大學(xué)學(xué)報(bào);2014年17期

2 莊端;;高中英語(yǔ)生態(tài)課堂活動(dòng)研究——生態(tài)平衡在課堂中的應(yīng)用[J];語(yǔ)數(shù)外學(xué)習(xí)(高中英語(yǔ)教學(xué));2014年06期

3 杜亞麗;陳旭遠(yuǎn);;多維視域下的生態(tài)課堂理論訴求[J];東北師大學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2010年03期

4 羅國(guó)太;;英語(yǔ)生態(tài)課堂的理論依據(jù)與構(gòu)建路徑[J];聊城大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2010年02期

5 黃俊官;;論生態(tài)課堂的構(gòu)建策略[J];中國(guó)成人教育;2008年13期

6 劉森林;;生態(tài)化大學(xué)英語(yǔ)課堂模式設(shè)計(jì)研究[J];外語(yǔ)電化教學(xué);2008年03期

7 劉國(guó)皇;;構(gòu)建面向基礎(chǔ)教育新課程的高師生態(tài)課堂教學(xué)模式[J];江漢大學(xué)學(xué)報(bào)(社會(huì)科學(xué)版);2008年01期

8 鐘蔚;;論教師在英語(yǔ)生態(tài)課堂教學(xué)建構(gòu)中的主導(dǎo)作用[J];安徽文學(xué)(下半月);2008年01期

9 孫芙蓉;謝利民;;國(guó)外課堂生態(tài)研究及啟示[J];比較教育研究;2006年10期

10 楊超有;;論生態(tài)課堂及其構(gòu)建策略[J];教學(xué)與管理;2006年27期

相關(guān)碩士學(xué)位論文 前2條

1 杜召鳳;生態(tài)課堂的構(gòu)建[D];華東師范大學(xué);2010年

2 彭勝生;生態(tài)視角下課堂內(nèi)涵及構(gòu)建研究[D];上海師范大學(xué);2009年

，

本文編號(hào)：2416264