隨著思維方法和英語(yǔ)教學(xué)的總體發(fā)展,初中英語(yǔ)寫(xiě)作教學(xué)也取得了一定的發(fā)展,開(kāi)始注意寫(xiě)作方法教學(xué),甚至還引導(dǎo)學(xué)生在構(gòu)思和表達(dá)中運(yùn)用思維導(dǎo)圖這樣的輔助手段,但是迄今的初中英語(yǔ)寫(xiě)作教學(xué)仍然存在著忽視英語(yǔ)寫(xiě)作策略培訓(xùn),對(duì)思維導(dǎo)圖手段的理解和運(yùn)用缺乏足夠的系統(tǒng)性等問(wèn)題。同時(shí),隨著思維方法和英語(yǔ)教學(xué)研究的不斷發(fā)展,關(guān)于思維導(dǎo)圖的理論和方法及其在英語(yǔ)教學(xué)領(lǐng)域應(yīng)用的研究取得了較大的發(fā)展,產(chǎn)生了若干的研究成果。但是在總體上,迄今的研究仍在方法和結(jié)論上存在一定的缺陷,沒(méi)有足夠的系統(tǒng)性。鑒于上述情況,本研究首先以擅長(zhǎng)系統(tǒng)式組織的辯證系統(tǒng)思維為哲學(xué)指導(dǎo)和思維框架,以現(xiàn)有的關(guān)于思維導(dǎo)圖和英語(yǔ)寫(xiě)作的觀點(diǎn)和方法為理論參照和資源,通過(guò)演繹與歸納相結(jié)合的理論研究方法和程序,提出了一種基于思維導(dǎo)圖的初中生英語(yǔ)寫(xiě)作系統(tǒng)策略。此策略包括三個(gè)原則、三個(gè)階段和四個(gè)步驟。三個(gè)原則分別是自主學(xué)習(xí)與合作探究相結(jié)合的原則、有效性原則、滲透性原則。三個(gè)階段中的四個(gè)步驟則分別是則是輸入(閱讀)階段中的“立足文本,萃取精華”,模仿階段中的“看圖寫(xiě)作,活學(xué)活用”,輸出(寫(xiě)作)階段中的“基于主題,創(chuàng)建導(dǎo)圖”和“利用導(dǎo)圖,獨(dú)立寫(xiě)作”。在理論研究的基礎(chǔ)上...

【文章頁(yè)數(shù)】：95 頁(yè)

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Objectives and Methodology of the Study
    1.3 Structure and Content of the Thesis
Chapter Two Literature Review
    2.1 Studies on Mind Mapping and Teaching in the West
        2.1.1 Studies on Mind Mapping in the West
        2.1.2 Studies on Mind-Mapping-Based Teaching in the West
    2.2 Studies on Mind Mapping and Teaching in China
        2.2.1 Studies on Mind Mapping in China
        2.2.2 Studies on the Application of Mind Mapping to Teaching in China
    2.3 Achievements and Weaknesses
Chapter Three Theoretical Exploration
    3.1 Dialectical Systemic Thinking as Basis and Framework
    3.2 Views and Methods of Mind Mapping as Resources
        3.2.1 Definition of Mind Maps
        3.2.2 Classification of Mind Maps
        3.2.3 Drawing of Mind Maps
    3.3 Proposal of a Mind-Mapping-Based Systemic Strategy for Junior High School Students’EFL Writing
        3.3.1 Principles in the Mind-Mapping-Based Systemic Strategy for Junior High School Students’EFL Writing
        3.3.2 Procedures in the Mind-Mapping-Based Systemic Strategy for Junior High School Students’EFL Writing
    3.4 Hypothesis on the Effect of the Mind-Mapping-Based Systemic Strategy for Junior High School Students’EFL Writing
Chapter Four Empirical Study
    4.1 Methodology of the Empirical Study
        4.1.1 Research Questions for the Empirical Study
        4.1.2 Subjects of the Empirical Study
        4.1.3 Methods,Techniques and Instruments of the Empirical Study
        4.1.4 Procedures of the Empirical Study
    4.2 Results of the Empirical Study and Discussion
        4.2.1 Results of Pre-test and Post-test and Discussion
        4.2.2 Results of the Pre-and Post-questionnaire Surveys and Discussion
    4.3 Conclusion of the Empirical Study
Chapter Five Conclusion
    5.1 Summary of the Whole Study
    5.2 Implications and Limitations
References
Appendix One Pre-test
Appendix Two Post-test
Appendix Three Pre-questionnaire
Appendix Four Post-questionnaire
Appendix Five Chart of Standards
About the Author



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