寫作是最能反映英語學(xué)習(xí)者在學(xué)習(xí)中綜合運(yùn)用英語的基本能力,也是最難掌握的一項(xiàng)能力。大學(xué)入學(xué)考試中,英語試卷上的寫作題目不僅要考查學(xué)生諸如詞匯和語法方面的基礎(chǔ)語言知識(shí),還要考查他們用英語思考問題和表達(dá)觀點(diǎn)的綜合能力,因此,寫作部分的分?jǐn)?shù)會(huì)極大地影響英語這門課程的成績。《英語課程標(biāo)準(zhǔn)（實(shí)驗(yàn)稿）》對(duì)學(xué)生的英語寫作能力提出了明確的要求,也對(duì)教師的教學(xué)做出了明確的規(guī)定。然而,作為一名一線教師,作者發(fā)現(xiàn)我國目前的高中英語寫作教學(xué)情況卻不容樂觀。目前,我國高中英語課堂采用傳統(tǒng)的教學(xué)方法,授課方式抽象、枯燥,很難引起學(xué)生的寫作興趣,而且課堂教學(xué)時(shí)間有限,教學(xué)環(huán)節(jié)的“寫作”訓(xùn)練量不足。因此,亟需采取措施改善目前高中英語課堂寫作教學(xué)的現(xiàn)狀,激發(fā)學(xué)生的學(xué)習(xí)興趣以提高他們的寫作水平�；谙嚓P(guān)的理論基礎(chǔ)和問卷調(diào)查表的情況了解,本文試圖通過教學(xué)實(shí)驗(yàn)的方式,探求英語閱讀對(duì)學(xué)生寫作能力的影響。本研究通過在江西省贛州市第一中學(xué)的兩個(gè)平行班,采用不同的教學(xué)方法進(jìn)行了為期4個(gè)月的對(duì)比教學(xué)實(shí)驗(yàn)（在對(duì)照班繼續(xù)沿用傳統(tǒng)的教學(xué)方法,而在實(shí)驗(yàn)班則采用“以讀促寫”的教學(xué)方法）,以此證明“以讀促寫”教學(xué)法能更有效地提高學(xué)生的英語寫作能力。... 

【文章來源】：贛南師范大學(xué)江西省

【文章頁數(shù)】：76 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Thesis Framework
Chapter Two Literature Review
    2.1 Definitions of Related Concepts
        2.1.1 English reading
        2.1.2 English writing
        2.1.3 Reading-to-writing Approach
    2.2 Theoretical Basis
        2.2.1 Krashen’s Comprehensible Input Hypothesis
        2.2.2 Swain’s Comprehensible Output Theory
        2.2.3 ConstructivismTheory
    2.3 Research at Home and Abroad
        2.3.1 Research at abroad
        2.3.2 Research at home
    2.4 Summary
Chapter Three Research Methodology
    3.1 Research Subjects,Research Instruments and Research Methods
        3.1.1 Research Subjects
        3.1.2 Research Instruments and Research Methods
    3.2 Questionnaires and Data Analysis
    3.3 Experiment Procedures
        3.3.1 Teaching Experiment in CC with Traditional Approach
        3.3.2 Teaching Experiment in EC with RWA
    3.4 Writing Tests before and after the Teaching Experiment
Chapter Four Data Collections and Analysis
    4.1 The Average Level of Students’Writing Competence is Low
    4.2 The RWA is more effective than Traditional Approach in ImprovingStudents’Writing Competence
    4.3 Discussion
Chapter Five Research Conclusions
    5.1 Research Findings
    5.2 Enlightenment of the Research
    5.3 Limitations of the Study
    5.4 Suggestions on the Application of RWA in Teaching English Writing
AppendixⅠ
AppendixⅡ
AppendixⅢ
AppendixⅣ
Appendix V
Appendix VI
Appendix VII
References
Acknowledgement



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