發(fā)布時(shí)間：2022-10-30 12:03

　　高中是培養(yǎng)學(xué)生英語(yǔ)寫作能力的重要時(shí)期,學(xué)生寫作能力的提高離不開(kāi)教師的中介作用,但是目前關(guān)于高中英語(yǔ)寫作教學(xué)中的教師中介作用的研究不多。因此,本文將對(duì)高中英語(yǔ)寫作教學(xué)中教師中介作用進(jìn)行調(diào)查研究,目的是了解教師中介作用在英語(yǔ)寫作教學(xué)中的使用現(xiàn)狀以及存在的問(wèn)題,從而提出相關(guān)建議,進(jìn)一步改善寫作教學(xué)和提高學(xué)生的寫作能力。本文以費(fèi)厄斯坦中介理論及其提出的12個(gè)中介特征作為標(biāo)準(zhǔn),采用問(wèn)卷調(diào)查、課堂觀察和訪談等研究工具對(duì)安徽省亳州市的三所高中的230名學(xué)生和40名英語(yǔ)教師進(jìn)行調(diào)查研究,旨在探討以下三個(gè)問(wèn)題:（1）師生對(duì)中介作用重要性的認(rèn)識(shí)情況如何?（2）教師在寫作教學(xué)中對(duì)中介作用的實(shí)踐情況如何?（3）教師在寫作教學(xué)中具體如何實(shí)現(xiàn)中介作用?研究發(fā)現(xiàn):首先,師生都意識(shí)到教師中介作用的重要性,而教師的中介意識(shí)普遍高于學(xué)生;此外,師生對(duì)“超越當(dāng)前的目的”和“制定目標(biāo)”方面的看法存在顯著差異。其次,教師在實(shí)踐中能夠較好的發(fā)揮中介作用,然而他們的中介實(shí)踐普遍低于意識(shí),尤其在“對(duì)自己行為控制”和“目標(biāo)制定”方面實(shí)踐和意識(shí)存在顯著差異。此外,教師們?cè)凇疤魬?zhàn)”,“變化意識(shí)”,“相信積極的結(jié)果”和“個(gè)性”這四個(gè)方面的實(shí)... 

【文章頁(yè)數(shù)】：78 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract in Chinese
Abstract in English
Abbreviations
Chapter 1 Introduction
    1.1 Background of the Present Research
    1.2 Purpose and Significance of the Present Research
        1.2.1 Purpose of the Present Research
        1.2.2 Significance of the Present Research
    1.3 Organization of the Research
Chapter 2 Literature Review
    2.1 Definitions of Mediation
    2.2 English Writing Teaching
    2.3 Theoretical Foundation of the Research
        2.3.1 Zone of Proximal Development
        2.3.2 Vygotsky's Theory of Mediation
        2.3.3 Feuerstein's Theory of Mediation
    2.4 Previous Research at Home and Abroad
        2.4.1 Research Abroad
        2.4.2 Research at Home
    2.5 Theoretical Framework of the Research
Chapter 3 Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Observation
        3.3.3 Interview
    3.4 Research Procedures
        3.4.1 Data Collection
        3.4.2 Data Analysis
Chapter 4 Results and Discussion
    4.1 Results and Discussion of Questionnaire
        4.1.1 Teachers' Perceptions and Practice on TM
        4.1.2 Students' Perceptions on TM and the Implementation of Mediation
        4.1.3 Differences Between Teachers' and Students' Perceptions on the Importance of TM
        4.1.4 Differences Between Teachers' Perceptions and Practice on TM
    4.2 Results and Discussion of Observation
        4.2.1 Results of Observation
        4.2.2 Discussion of Observation
    4.3 Results and Discussion of Interview
        4.3.1 Results of Interview
        4.3.2 Discussion of Interview
Chapter 5 Major Findings and Implications
    5.1 Major Findings
    5.2 Implications
        5.2.1 Developing Students' Autonomous Learning Ability
        5.2.2 Training Students' Cooperative Learning Ability
        5.2.3 Applying Effective Correction Strategies and Positive Feedback
        5.2.4 Increasing Effective Classroom Questioning
        5.2.5 Presenting Appropriate Writing Topics and Writing Objectives
Chapter 6 Conclusion
    6.1 Summary
    6.2 Limitations
    6.3 Suggestions for Future Researches
Appendices
    AppendixⅠ
    AppendixⅡ
    AppendixⅢ
    AppendixⅣ
Bibliography
Acknowledgements



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