英語寫作教學(xué)是高中英語教學(xué)的重要的組成部分,2017年的《高中英語課程標(biāo)準(zhǔn)》也對(duì)寫作技能的培養(yǎng)提出了新的、具體的要求。然而在實(shí)際的高中英語寫作教學(xué)中,由于寫作自身存在的批改量大、耗時(shí)多、教學(xué)效果不顯著等問題,大部分英語教師都忽視了英語寫作教學(xué),而每次的英語寫作訓(xùn)練也僅僅只有布置任務(wù)和批改作文兩個(gè)環(huán)節(jié),從而在很大程度上忽視了對(duì)學(xué)生英語寫作能力的培養(yǎng)。本研究的目的是將混合式教學(xué),一種將傳統(tǒng)的面對(duì)面教學(xué)和現(xiàn)代網(wǎng)絡(luò)科學(xué)技術(shù)相結(jié)合的教學(xué)方法,應(yīng)用于高中英語寫作教學(xué)中,來解決寫作自身存在的問題,提升學(xué)生對(duì)寫作的興趣和信心,以期改善英語寫作教學(xué)的效果,提升學(xué)生們的英語寫作能力。為了驗(yàn)證混合式教學(xué)在高中英語寫作教學(xué)中的有效性,本研究采用行動(dòng)研究法,來自某省某中學(xué)的高一年級(jí)兩個(gè)班的學(xué)生被選為研究對(duì)象。兩個(gè)班都為實(shí)驗(yàn)班,共63人,其中A班33人,B班30人。值得注意的是A班學(xué)生的英語能力整體好于B班。在實(shí)驗(yàn)期間在兩個(gè)班分別實(shí)行基于批改網(wǎng)的混合式英語寫作教學(xué)。在實(shí)驗(yàn)過程中,筆者將混合式英語寫作教學(xué)分為課前、課中、課后三個(gè)部分,并分別在這三個(gè)部分中設(shè)計(jì)不同的教學(xué)步驟進(jìn)行行動(dòng)研究。筆者共進(jìn)行了兩輪行動(dòng)研究,每一... 

【文章來源】：四川師范大學(xué)四川省

【文章頁數(shù)】：96 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Background Information of the Research
    1.2 The Significance of the Research
    1.3 The Structure of the Thesis
Chapter Two Literature Review
    2.1 Critical Concepts
        2.1.1 The Definition of Blended Teaching
        2.1.2 The Features of Blended Teaching Process
    2.2 Theoretical Basis
        2.2.1 Constructivism
        2.2.2 Media Selection Laws
        2.2.3 Theory of Mastery Learning
    2.3 Related Studies of Blended Teaching
        2.3.1 Study of Blended Teaching Abroad
        2.3.2 Study of Blended Teaching at Home
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Observation
        3.3.3 E-portfolio based upon www.paigai.com.
        3.3.4. Interview
    3.4 Research Procedure— Action Research Process
        3.4.1 The First Round of Action Research
            3.4.1.1 Problem
            3.4.1.2 The Action Plan
            3.4.1.3 Implementation of the Plan
            3.4.1.4 Reflection
        3.4.2 The Second Round of Action Research
            3.4.2.1 Adjustment of Teaching Plan
            3.4.2.2 Implementation of the Plan
            3.4.2.3 Reflection
    3.5 Data Collection
Chapter Four Result Analysis and Discussion
    4.1 Results of Pre-Questionnaires
    4.2 Results of Post-Questionnaire
    4.3 Results of E-portfolio Data based on www.pigai.com.
    4.4 The Results of Interview
        4.4.1 The Results of Interview after the First Round
        4.4.2 The Results of Interview after the Second Round
    4.5 Discussions
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations
    5.4 Future Research Direction
Bibliography
Appendixes
    Appendix 1 Pre-questionnaire for teachers
    Appendix 2 Post-questionnaire for students
    Appendix 3 Interview after the first round of action research
    Appendix 4 Interview after the second round of action research
    Appendix 5 Writing samples
Acknowledgements



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