【摘要】：本文旨在探討如何將生態(tài)教學應用到初中英語寫作中,并檢測它在激發(fā)初中生英語寫作興趣,改變學生寫作的情感態(tài)度,及寫作水平方面的影響和作用。英語寫作能力體現(xiàn)了學生的英語綜合素質(zhì),寫作一直是初中英語教學的重點和難點,然而初中英語寫作教學的現(xiàn)狀不容樂觀,許多教師對寫作教學不夠重視,并缺乏相關(guān)理論方面的研究;初中生缺乏寫作信心和興趣,寫作效率低下,因此為了讓初中英語寫作教學更加有效,筆者探討了生態(tài)教學在初中英語寫作教學領(lǐng)域的運用,生態(tài)教學就用生態(tài)學的方法來分析和解決英語教學中存在的問題,它強調(diào)以學生中心,把教師、學生、教學環(huán)境等要素看作一個相互依存、相互制約的生態(tài)系統(tǒng),將整體性、開放性、互動、可持續(xù)發(fā)展等生態(tài)教育理念融入到教學中。本文的研究問題是:(1)生態(tài)教學是否有助于激發(fā)學生的英語寫作興趣、增強寫作信心?(2)生態(tài)教學是否有助于提高學生的英語寫作成績?作者采用問卷調(diào)查,試卷測試,訪談的方式進行研究。作者抽取了愛陽中學初二的兩個平行班作為研究對象,其中一個班級為實驗班,另一個為控制班,實驗前對兩個班級都進行了一次前測和問卷調(diào)查,實驗班采用筆者提出的生態(tài)教學方法,控制班仍用傳統(tǒng)的教學方法,兩個班的授課老師皆為筆者。通過實驗前后對兩個班級英語寫作能力的測試和前后問卷,得出相關(guān)數(shù)據(jù)并用SPSS軟件進行數(shù)據(jù)統(tǒng)計分析。結(jié)果發(fā)現(xiàn):實驗班的學生英語寫作成績有了顯著提高,并且學生的對寫作的學習興趣和態(tài)度方面有了很大的改善。因此,將生態(tài)教學應用于初中的英語寫作教學是可行而有效的。
[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.
【學位授予單位】：遼寧師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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