發(fā)布時(shí)間：2021-08-20 02:28

　　在英語語言學(xué)習(xí)的過程中,聽說讀寫是英語課程標(biāo)準(zhǔn)要求的四項(xiàng)基本技能。其中,寫作被認(rèn)為是最難的一項(xiàng)技能。高中英語寫作不僅是學(xué)生學(xué)習(xí)的一個(gè)重要目的,也是知識(shí)輸出的一個(gè)重要途徑。它要求學(xué)生們能夠正確的獲取信息并處理信息,最終完成寫作任務(wù)。當(dāng)前,我國(guó)高中寫作英語教學(xué)仍然沒有擺脫傳統(tǒng)的教學(xué)模式,英語寫作異化為大量作文模板的背誦。許多學(xué)生能夠較清楚地表達(dá)自己的觀點(diǎn)與想法,但總會(huì)出現(xiàn)一些錯(cuò)誤,諸如:單詞的拼寫錯(cuò)誤,名詞的單復(fù)數(shù)錯(cuò)誤等等,然而最為普遍也是最難改正的則是中式英語嚴(yán)重。其次,一些學(xué)生不知道文章的寫作類型、寫作對(duì)象和寫作內(nèi)容。再者,或許學(xué)生缺少寫作練習(xí)的機(jī)會(huì),缺乏積極的寫作興趣,尤其是基礎(chǔ)較差的學(xué)生更不愿意從事寫作。這完全背離了英語教學(xué)的宗旨,制約了高中生英語水平的提升。因此,針對(duì)目前高中英語寫作教學(xué)的現(xiàn)狀,筆者將診斷式教學(xué)引入教學(xué)課堂,高中英語寫作診斷式教學(xué)研究為解決我國(guó)高中英語寫作教學(xué)的困境提供了新的思路,能促進(jìn)學(xué)生自主學(xué)習(xí),使他們成為獨(dú)立的學(xué)習(xí)者。本研究旨在驗(yàn)證診斷式教學(xué)在提高高中生英語寫作成績(jī)方面的有效性。該實(shí)驗(yàn)選擇來自兩個(gè)班的96名學(xué)生作為受試,兩個(gè)班的學(xué)生人數(shù)分別為46和50。實(shí)驗(yàn)... 

【文章來源】：河北師范大學(xué)河北省

【文章頁數(shù)】：71 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 Aims and Significance of the Study
    1.3 Structure of the Study
Chapter Two Literature Review
    2.1 Relevant Concepts of Diagnostic Teaching
        2.1.1 Teaching Diagnosis
        2.1.2 Diagnostic Teaching
        2.1.3 Diagnostic Teaching of English Writing
    2.2 Diagnostic Teaching
        2.2.1 The Features of Diagnostic Teaching
        2.2.2 The Procedures of Diagnostic Teaching
    2.3 Theoretical Foundations of Diagnostic Teaching
        2.3.1 Scaffolding Teaching Theory
        2.3.2 Optimization of Teaching Process Theory
        2.3.3 Prescription Teaching Theory
    2.4 Previous Researches on Diagnostic Teaching
        2.4.1 Previous Researches on Diagnostic Teaching Abroad
        2.4.2 Previous Researches on Diagnostic Teaching at Home
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Test
    3.4 Experiment
        3.4.1 Teaching in the Experimental Class
        3.4.2 Teaching in the Control Class
    3.5 Data Collection
    3.6 Data Analysis
Chapter Four Results and Discussions
    4.1 The Effect of Diagnostic Teaching on Improving Senior High SchoolStudents’ writing Ability
    4.2 The Effect of Diagnostic Teaching on Improving Senior High SchoolStudents’ attitude of Writing
    4.3 The Effect of Diagnostic Teaching on Students of Different Levels
Chapter Five Conclusion
    5.1 Major Findings of the Study
    5.2 Implications of the Study
    5.3 Limitations of the Study and Suggestion for Future Studies
Bibliography
AppendixⅠ Questionnaire
AppendixⅡ Pre-test of writing
AppendixⅢ Post-test of writing
AppendixⅣ the marking criterion of National Matriculation English Test
Acknowledgements



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