【摘要】：在對外漢語寫作教學(xué)中,中級階段是一個關(guān)鍵期。剛進(jìn)入該階段的留學(xué)生一方面寫作基礎(chǔ)比較薄弱,另一方面,各類課程及考試又對他們“寫”的能力提出了較高的要求。因此,在較短的時間內(nèi)有效提高中級階段留學(xué)生的漢語書面表達(dá)能力顯得尤為重要。成果法和過程法作為第二語言寫作教學(xué)最為常用的兩種教學(xué)方法,二者的優(yōu)劣之處都已通過實(shí)踐證實(shí)。學(xué)者們認(rèn)為,成果法重視作文的形式,而過程法重視作文的內(nèi)容。因此,有學(xué)者提出了將成果法與過程法結(jié)合起來運(yùn)用于對外漢語寫作教學(xué)的設(shè)想,但對于結(jié)合的可行性和有效性,還需通過實(shí)踐證明。本文以實(shí)驗的方式探討和分析了 “成果——過程”結(jié)合法對學(xué)生寫作水平的影響。來自華中師范大學(xué)國際交流學(xué)院中級1班和2班的學(xué)生參與了這個為期16周的教學(xué)實(shí)驗。四個月時間里,1班(實(shí)驗班)的寫作課采用結(jié)合法指導(dǎo)教學(xué),2班(控制班)則采用單一的成果法指導(dǎo)教學(xué)。研究解決了將兩種方法結(jié)合時,教學(xué)理念如何取舍的問題,并通過實(shí)驗證明了結(jié)合法比單一的成果法更有利于提高該階段留學(xué)生的寫作能力。實(shí)驗結(jié)果發(fā)現(xiàn),在“成果——過程”法的指導(dǎo)下,實(shí)驗班的學(xué)生普遍掌握了漢語寫作的正確格式、常用標(biāo)點(diǎn)符號的意義和用法,絕大多數(shù)學(xué)生能在課堂15分鐘內(nèi)寫出150字左右的段落。與控制班相比,實(shí)驗班的應(yīng)試能力明顯優(yōu)于控制班,作文內(nèi)容的豐富程度高于控制班,用詞也更富于變化。但在語言使用的準(zhǔn)確性上,實(shí)驗班略遜于控制班。全文有五個章節(jié)。第一章為緒論,說明了選題緣由、研究意義,闡述了前人在該領(lǐng)域的研究成果。第二章介紹了本文的理論背景,即成果法和過程法的相關(guān)理論,提出了將二者結(jié)合的設(shè)想。第三章分析了教學(xué)對象以及教學(xué)內(nèi)容,了解了學(xué)生的基本情況、現(xiàn)有寫作水平及學(xué)習(xí)需求。第四章通過教學(xué)實(shí)驗的設(shè)計與實(shí)施,從實(shí)證角度探索了結(jié)合法對學(xué)生寫作水平的影響。第五章總結(jié)全文,并指出了研究的局限性與不足。
[Abstract]:In the teaching of writing as a foreign language, the intermediate stage is a key period. On the one hand, the writing foundation of foreign students entering this stage is relatively weak, on the other hand, all kinds of courses and examinations put forward higher requirements for their ability to "write". Therefore, it is very important to improve the Chinese written expression ability of international students in intermediate stage in a short time. The achievement method and the process method are the two most commonly used teaching methods in the second language writing teaching. The advantages and disadvantages of the two methods have been proved by practice. Scholars believe that the method of achievement attaches importance to the form of composition, while the method of process attaches importance to the content of composition. Therefore, some scholars put forward the idea of combining the method of achievement with the method of process in teaching writing as a foreign language, but the feasibility and validity of the combination should be proved by practice. This paper probes into and analyzes the influence of the combination of achievement and process on the students' writing ability by means of experiments. Students from the Intermediate Class 1 and Class 2 of Huazhong normal University's School of International Exchange participated in the 16-week teaching experiment. In four months, class 1 (experimental class) adopted the combination method to guide the teaching, while class 2 (control class) adopted a single result method to guide the teaching. The study solves the problem of how to choose and choose the teaching idea when the two methods are combined, and proves that the combined method is better than the single result method in improving the writing ability of the foreign students at this stage. The experimental results show that under the guidance of the "result-process" method, the students in the experimental class generally master the correct format of Chinese writing, the meaning and usage of punctuation marks commonly used. Most students can write about 150 words in 15 minutes in class. Compared with the control class, the test ability of the experimental class is obviously better than that of the control class, the richness of the composition content is higher than that of the control class, and the words are more varied. However, in the accuracy of language use, the experimental class is inferior to the control class. The full text has five chapters. The first chapter is the introduction, explains the reason of the topic, the significance of the research, and describes the previous research results in this field. The second chapter introduces the theoretical background of this paper, that is, the relevant theories of the results method and the process method, and puts forward the idea of combining the two methods. The third chapter analyzes the teaching object and teaching content, understanding the basic situation of the students, the existing writing level and learning needs. Chapter four explores the influence of combination method on students' writing level from the perspective of demonstration through the design and implementation of teaching experiments. The fifth chapter summarizes the full text, and points out the limitations and shortcomings of the study.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H195.3

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