讀寫(xiě)技能的學(xué)習(xí)與考察在英語(yǔ)教學(xué)中占有舉足輕重的地位,《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》（2017版）中指出,理解性技能和表達(dá)性技能相互促進(jìn),發(fā)展學(xué)生英語(yǔ)語(yǔ)言技能,就是使學(xué)生通過(guò)聽(tīng)、說(shuō)、讀、看、寫(xiě)等活動(dòng),理解信息、觀點(diǎn)和態(tài)度等,并能利用所學(xué)知識(shí),根據(jù)不同目的,通過(guò)口頭和書(shū)面形式創(chuàng)造新語(yǔ)篇。課表中還提到,在語(yǔ)言技能的教學(xué)中,要避免孤立的專(zhuān)項(xiàng)訓(xùn)練,借助泛讀等活動(dòng)注意課內(nèi)與課外訓(xùn)練相結(jié)合。同時(shí),一些研究者發(fā)現(xiàn),閱讀與寫(xiě)作認(rèn)知過(guò)程之間的聯(lián)系,可以更好地運(yùn)用到實(shí)際教學(xué)中,以讀寫(xiě)結(jié)合的教學(xué)方式能夠有效地提升學(xué)生的寫(xiě)作。但是以前的研究多為以?xún)和癁檠芯繉?duì)象的讀寫(xiě)結(jié)合、讀寫(xiě)結(jié)合對(duì)大學(xué)學(xué)術(shù)寫(xiě)作的影響研究,或?qū)⒆x寫(xiě)結(jié)合作為高中閱讀課精讀后的產(chǎn)出活動(dòng)的研究,較少有針對(duì)中國(guó)的高中英語(yǔ)教學(xué)如何利用英語(yǔ)泛讀進(jìn)行以讀促寫(xiě)的研究。因此,筆者采用行動(dòng)研究的方式,試圖研究以讀促寫(xiě)的教學(xué)方式如何影響學(xué)生的寫(xiě)作水平,以達(dá)到促進(jìn)學(xué)生寫(xiě)作成績(jī)的目的。本行動(dòng)研究尤其關(guān)注以泛讀與寫(xiě)作相結(jié)合的方式,對(duì)學(xué)生的寫(xiě)作哪些方面產(chǎn)生積極的影響。中國(guó)人民大學(xué)附屬中學(xué)朝陽(yáng)學(xué)校高一年級(jí)的三十名學(xué)生作為研究參與者,每周閱讀教師下發(fā)的相關(guān)泛讀材料后,完成相關(guān)話題的概要... 

【文章來(lái)源】：北京外國(guó)語(yǔ)大學(xué)北京市 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：81 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Acknowledgements
Chapter 1 Introduction
    1.1 Background of the research
    1.2 Aim of the research
    1.3 Significance of the research
    1.4 Organization of the thesis
Chapter 2 Literature Review
    2.1 Theoretical connection between reading and writing
    2.2 Theories underlying the reading-to-write instruction
        2.2.1 The Input Hypothesis
        2.2.2 The Output Hypothesis
    2.3 Research on the reading-to-write instruction
        2.3.1 Definition of the reading-to-write instruction
        2.3.2 Types of reading-to-write tasks
        2.3.3 Research on applying the reading-to-write instruction to teachingEFL writing
Chapter 3 Methodology
    3.1 Research questions
    3.2 Research participants
    3.3 Research method
    3.4 Data collection
    3.5 Data analysis
    3.6 Action plan and procedures
Chapter 4 Action Research Implementation
    4.1 Problem identification
        4.1.1 Pre-Questionnaire
        4.1.2 Interviews
        4.1.3 Problem identification
    4.2 Hypothesis
    4.3 Stage One
        4.3.1 Teaching plan
        4.3.2 Data collection and analysis
        4.3.3 Reflection and adjustment
    4.4 Stage Two
        4.4.1 Teaching plan
        4.4.2 Data collection and analysis
        4.4.3 Reflection
Chapter 5 Results and Discussion
    5.1 Research question one
    5.2 Research question two
        5.2.1 The effect of reading on the content of participants' writing v435.2.2 The effect of reading on the language of participants' writing
        5.2.2 The effect of reading on the language of participants7 writing
        5.2.3 The effect of reading on the organization of participants' writing
Chapter 6 Conclusion
    6.1 Major findings
    6.2 Pedagogical implications
    6.3 Limitations
    6.4 Suggestions for the further research
References
Appendix 1. Pre-Questionnaire
Appendix 2. Post-Questionnaire
Appendix 3. Interview Questions
Appendix 4. Writing Tests
Appendix 5. Evaluation Criteria
Appendix 6. The Rating Scales in Beijing's College Entrance Examination
Appendix 7. Students' writing samples


【參考文獻(xiàn)】：
期刊論文
[1]輸出驅(qū)動(dòng)假設(shè)與英語(yǔ)專(zhuān)業(yè)技能課程改革[J]. 文秋芳.  外語(yǔ)界. 2008(02)
[2]談閱讀與寫(xiě)作的交融性[J]. 謝薇娜.  外語(yǔ)教學(xué). 1994(04)



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