英語(yǔ)是高中學(xué)生主要的學(xué)習(xí)科目之一,由聽(tīng)力,口語(yǔ),閱讀和寫(xiě)作組成。寫(xiě)作作為輸出技能,在高考中占有一定比例。由此可見(jiàn)英語(yǔ)寫(xiě)作是英語(yǔ)老師的一個(gè)重要教學(xué)任務(wù)。然而,我國(guó)的英語(yǔ)寫(xiě)作教學(xué)仍存在許多問(wèn)題:教師的不重視,教學(xué)設(shè)計(jì)單一枯燥,寫(xiě)作作業(yè)缺乏審閱和反饋等,從而導(dǎo)致學(xué)生寫(xiě)作動(dòng)機(jī)匱乏,寫(xiě)作能力差,教師寫(xiě)作教學(xué)能力有待提高。產(chǎn)出導(dǎo)向法根據(jù)中國(guó)英語(yǔ)教學(xué)現(xiàn)狀,結(jié)合學(xué)生心理特征和英語(yǔ)教學(xué)的要求而提出。因此,筆者以產(chǎn)出導(dǎo)向法為基礎(chǔ),構(gòu)建基于該理論的WRITE(Writing,Reading,Instructing,Training,Evaluating)高中英語(yǔ)寫(xiě)作教學(xué)模式,旨在研究產(chǎn)出導(dǎo)向法理論下高中英語(yǔ)寫(xiě)作教學(xué)對(duì)高中生英語(yǔ)寫(xiě)作動(dòng)機(jī)和寫(xiě)作成績(jī)的影響。筆者在福州市教育學(xué)院附屬中學(xué)高一年段選取了兩個(gè)平行班進(jìn)行了三個(gè)月的教學(xué)實(shí)證研究。研究采用問(wèn)卷和前后測(cè)等方法并通過(guò)SPSS數(shù)據(jù)分析,了解該教學(xué)模式對(duì)學(xué)生寫(xiě)作動(dòng)機(jī)和寫(xiě)作成績(jī)的影響。研究結(jié)果表明:產(chǎn)出導(dǎo)向法理論下的高中英語(yǔ)寫(xiě)作教學(xué)模式能夠激發(fā)高中生的英語(yǔ)寫(xiě)作動(dòng)機(jī),并提高英語(yǔ)寫(xiě)作成績(jī)。因此,產(chǎn)出導(dǎo)向法不僅適用于高中英語(yǔ)寫(xiě)作教學(xué),并且對(duì)學(xué)生寫(xiě)作有積極影響。同時(shí),該研究豐...

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【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
中文文摘
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
        1.3.1 Theoretical Significance of the Study
        1.3.2 Practical Significance of the Study
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Studies on the English Writing Teaching in Senior High Schools
    2.2 Studies on the Production-Oriented Approach
    2.3 Studies on the Application of POA in English Writing Teaching
Chapter Three Theoretical Basis
    3.1 Krashen’s Input Hypothesis
    3.2 Swain’s Out-put Hypothesis
    3.3 Production-Oriented Approach Theory
Chapter Four Methodology
    4.1 Research Questions
    4.2 Subjects
    4.3 Instrument
    4.4 Research Procedures
    4.5 Implementation of Production-Oriented Approach
        4.5.1 Teaching Mode
        4.5.2 Teaching Case
        4.5.3 Summary
Chapter Five Data Analysis and Discussion
    5.1 Impact of WRITE Writing Teaching Mode on Students’ Writing
    5.2 Impact of WRITE Writing Teaching Mode on Students’Writing Motivation
        5.2.1 Analysis on the Reliability and Validity of the Questionnaire
        5.2.2 Analysis on the Data of the Questionnaires
    5.3 Discussion
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations
References
Appendix I
Appendix II
Appendix III
Appendix IV
Appendix V
Acknowledgements
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