高中英語讀后續(xù)寫教學(xué)中同伴互助模式的實(shí)證研究
發(fā)布時間：2020-10-28 07:56
目前,學(xué)生完成讀后續(xù)寫任務(wù)的能力還很低,并且由于是去年剛出的新高考題型,有關(guān)高考續(xù)寫的研究也較少。同伴互助學(xué)習(xí)運(yùn)用于讀后續(xù)寫將確保學(xué)生更多的機(jī)會進(jìn)行互動、體驗(yàn)和探索,這正吻合課程標(biāo)準(zhǔn)(2003)的要求。基于克拉申的輸入理論、斯溫的輸出理論、互動協(xié)同模式及構(gòu)建主義理論,在讀后續(xù)寫教學(xué)中運(yùn)用同伴互助學(xué)習(xí)模式對于提高學(xué)生的續(xù)寫能力是切實(shí)可行的,也是很有價值的。該研究旨在通過在讀后續(xù)寫教學(xué)中應(yīng)用同伴互助模式的實(shí)證研究,探索該學(xué)習(xí)模式對學(xué)生續(xù)寫能力及興趣的提高有何影響。本研究圍繞以下三個問題展開:(1)在讀后續(xù)寫中運(yùn)用同伴互助模式能否改善學(xué)生對該題型的學(xué)習(xí)態(tài)度?(2)同伴互助模式如何提高學(xué)生完成讀后續(xù)寫的能力?(3)在同伴互助模式的幫助下,低水平的學(xué)生提高的幅度大,還是高水平的學(xué)生提高的幅度大?來自桐鄉(xiāng)市鳳鳴高級中學(xué)高三兩個同層次班級(304班和307班)的學(xué)生共76人作為實(shí)驗(yàn)對象參加了本次研究。在為期12周的研究過程中,作為實(shí)驗(yàn)班的304班運(yùn)用同伴互助模式,主要從“本文理解、情節(jié)構(gòu)思、語言寫作及同伴評價”四個步驟進(jìn)行讀后續(xù)寫教學(xué),而作為對照班的307班則采用傳統(tǒng)的教學(xué)方法。在實(shí)驗(yàn)前后,對兩個班級進(jìn)行前測和后測,以及問卷調(diào)查。在實(shí)驗(yàn)后,為了研究在讀后續(xù)寫中運(yùn)用同伴互助模式的影響,僅對實(shí)驗(yàn)班進(jìn)行問卷及訪談。經(jīng)過對實(shí)驗(yàn)得出的數(shù)據(jù)進(jìn)行分析,得出以下結(jié)論:(1)在讀后續(xù)寫中應(yīng)用同伴互助模式可以有效地提高學(xué)生對讀后續(xù)寫題型的學(xué)習(xí)態(tài)度,尤其表現(xiàn)在學(xué)習(xí)興趣和學(xué)習(xí)自信心的提高。(2)同伴互助模式能有效地提高學(xué)生讀后續(xù)寫水平,主要體現(xiàn)在學(xué)生對給出文本閱讀理解能力,情節(jié)構(gòu)思合理性,語言表達(dá)正確及生動性以及續(xù)寫題型得分等方面的較大提高。(3)在同伴互助模式的幫助下,所有參與研究的學(xué)生的讀后續(xù)寫水平都有不同程度的提高,其中低水平學(xué)習(xí)者比高水平學(xué)習(xí)者提高的幅度要大,也就是低水平學(xué)習(xí)者進(jìn)步更大,受益更多。此外,值得注意的是,高水平與低水平組合的同伴互助小組,讀后續(xù)寫水平提高幅度最大。根據(jù)研究得出的結(jié)論,作者還提出了4條教學(xué)啟示,希望能給英語教師的讀后續(xù)寫教學(xué)提供一些幫助,最后還總結(jié)了本研究的一些不足并提出了一些建議為以后相關(guān)的研究奠定基礎(chǔ)。
【學(xué)位單位】：杭州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位年份】：2018
【中圖分類】：G633.41
【文章目錄】：
ABSTRACT
摘要
LIST OF ABBREVIATION
CHAPTER ONE INTRODUCTION
1.1 Background of the Research
1.2 Significance of the Research
1.3 Purpose of the Research
1.4 Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
2.1 Peer Assisted Learning and the Interactive Alignment Model
2.1.1 Peer assisted learning
2.1.2 Definition of alignment
2.1.3 The interactive alignment model
2.2 The Continuation Writing Task
2.2.1 Definition of continuation writing task
2.2.2 Alignment in the continuation task
2.3 Related Researches Abroad
2.3.1 Previous studies on reading and writing
2.3.2 Previous studies on alignment
2.3.3 Previous studies on peer-assisted learning
2.4 Related Researches at Home
2.4.1 Previous studies on continuation writing
2.4.2 Previous studies on peer-assisted learning
2.5 Theoretical Basis
2.5.1 Krashen’s Input Hypothesis
2.5.2 Swain’s Output Hypothesis
2.5.3 Constructivism Theory
CHAPTER THREE METHODOLOGY
3.1 Research Questions
3.2 Participants
3.3 Instruments
3.3.1 Questionnaires
3.3.2 Tests
3.3.3 Interview
3.4 Research Procedures
3.5 Data Collection and Analysis
3.6 A Sample Lesson of the Application of PAL in Continuation Writing
CHAPTER FOUR RESULTS AND DISCUSSION
4.1 Results and Discussion of Pre-questionnaire
4.1.1 Analysis of the students’ current situation of continuation writing
4.1.2 Analysis of the present situation of PAL
4.1.3 Analysis of the students’ willingness of pair-matching
4.2 Results and Discussion of Post-questionnaire
4.2.1 Analysis of the students’ present situation of continuation writing
4.2.2 Analysis of the students’ views on working with peers
4.2.3 Analysis of the students’ views on PALS activities
4.3 Results and Discussion of Pre-test
4.4 Results and Discussion of Post-test
4.4.1 Students’ writing achievements in post-test between EC and CC
4.4.2 Students’ writing achievements in post-test in EC
4.5 Results and Discussion of Interview
CHAPTER FIVE CONCLUSION
5.1 Major Findings of the Research
5.2 Implications of the Research
5.3 Limitations of the Research
REFERENCES
中文參考文獻(xiàn)
APPENDIX
Appendix Ⅰ:讀后續(xù)寫中同伴互助學(xué)習(xí)策略調(diào)查問卷1
Appendix Ⅱ:讀后續(xù)寫中同伴互助學(xué)習(xí)策略調(diào)查問卷2
Appendix Ⅲ:The Text of the Pre-test
Appendix Ⅳ:The Criteria of College Entrance Examination
Appendix Ⅴ:Scores of Pre-test from the Experimental and Control Classes
Appendix Ⅵ:Guideline of Peer Assisting for Peer Discussion
Appendix Ⅶ:讀后續(xù)寫同伴互助訪談提綱
Appendix Ⅷ The Text of the Post-test
Appendix Ⅸ:Scores of Post-test from the Experimental and Control Classes
Appendix Ⅹ:The material of the sample lesson
ACKNOWLEDGEMENTS
PUBLICATIONS
【參考文獻(xiàn)】
本文編號：2859813
【學(xué)位單位】：杭州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位年份】：2018
【中圖分類】：G633.41
【文章目錄】：
ABSTRACT
摘要
LIST OF ABBREVIATION
CHAPTER ONE INTRODUCTION
1.1 Background of the Research
1.2 Significance of the Research
1.3 Purpose of the Research
1.4 Organization of the Thesis
CHAPTER TWO LITERATURE REVIEW
2.1 Peer Assisted Learning and the Interactive Alignment Model
2.1.1 Peer assisted learning
2.1.2 Definition of alignment
2.1.3 The interactive alignment model
2.2 The Continuation Writing Task
2.2.1 Definition of continuation writing task
2.2.2 Alignment in the continuation task
2.3 Related Researches Abroad
2.3.1 Previous studies on reading and writing
2.3.2 Previous studies on alignment
2.3.3 Previous studies on peer-assisted learning
2.4 Related Researches at Home
2.4.1 Previous studies on continuation writing
2.4.2 Previous studies on peer-assisted learning
2.5 Theoretical Basis
2.5.1 Krashen’s Input Hypothesis
2.5.2 Swain’s Output Hypothesis
2.5.3 Constructivism Theory
CHAPTER THREE METHODOLOGY
3.1 Research Questions
3.2 Participants
3.3 Instruments
3.3.1 Questionnaires
3.3.2 Tests
3.3.3 Interview
3.4 Research Procedures
3.5 Data Collection and Analysis
3.6 A Sample Lesson of the Application of PAL in Continuation Writing
CHAPTER FOUR RESULTS AND DISCUSSION
4.1 Results and Discussion of Pre-questionnaire
4.1.1 Analysis of the students’ current situation of continuation writing
4.1.2 Analysis of the present situation of PAL
4.1.3 Analysis of the students’ willingness of pair-matching
4.2 Results and Discussion of Post-questionnaire
4.2.1 Analysis of the students’ present situation of continuation writing
4.2.2 Analysis of the students’ views on working with peers
4.2.3 Analysis of the students’ views on PALS activities
4.3 Results and Discussion of Pre-test
4.4 Results and Discussion of Post-test
4.4.1 Students’ writing achievements in post-test between EC and CC
4.4.2 Students’ writing achievements in post-test in EC
4.5 Results and Discussion of Interview
CHAPTER FIVE CONCLUSION
5.1 Major Findings of the Research
5.2 Implications of the Research
5.3 Limitations of the Research
REFERENCES
中文參考文獻(xiàn)
APPENDIX
Appendix Ⅰ:讀后續(xù)寫中同伴互助學(xué)習(xí)策略調(diào)查問卷1
Appendix Ⅱ:讀后續(xù)寫中同伴互助學(xué)習(xí)策略調(diào)查問卷2
Appendix Ⅲ:The Text of the Pre-test
Appendix Ⅳ:The Criteria of College Entrance Examination
Appendix Ⅴ:Scores of Pre-test from the Experimental and Control Classes
Appendix Ⅵ:Guideline of Peer Assisting for Peer Discussion
Appendix Ⅶ:讀后續(xù)寫同伴互助訪談提綱
Appendix Ⅷ The Text of the Post-test
Appendix Ⅸ:Scores of Post-test from the Experimental and Control Classes
Appendix Ⅹ:The material of the sample lesson
ACKNOWLEDGEMENTS
PUBLICATIONS
【參考文獻(xiàn)】
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