英語(yǔ)閱讀與寫作一直是初中英語(yǔ)教學(xué)的重要組成部分。閱讀是學(xué)生學(xué)習(xí)語(yǔ)言的重要輸入途徑之一,寫作是語(yǔ)言輸出的重要方式,輸入與輸出是語(yǔ)言習(xí)得不可分割的兩個(gè)重要環(huán)節(jié),因此,英語(yǔ)的閱讀與寫作也是兩個(gè)相互交融的行為。而在傳統(tǒng)的中學(xué)英語(yǔ)教學(xué)中,閱讀與寫作常常是分離的,這不利于學(xué)生英語(yǔ)閱讀與寫作綜合能力的提高。圖式理論可以很好地解釋人是如何進(jìn)行成功的閱讀,并在閱讀中構(gòu)建圖示從而促進(jìn)寫作。這一過(guò)程為閱讀與寫作的結(jié)合提供了一個(gè)理論支持。近年來(lái),思維導(dǎo)圖作為一種可視化認(rèn)知思維工具被廣泛應(yīng)用于教育學(xué)習(xí)領(lǐng)域。作為一個(gè)可以把思維可視化的工具,思維導(dǎo)圖的應(yīng)用可以為探索英語(yǔ)閱讀和寫作的結(jié)合教學(xué)提供一種新的思路與方法。通過(guò)使用它,可以把讀寫結(jié)合這一過(guò)程可視化,具體化,簡(jiǎn)單化。同時(shí),思維導(dǎo)圖的色彩和個(gè)性化特征還可以幫助建立有趣的課堂氣氛,和激發(fā)學(xué)生的學(xué)習(xí)興趣。因此,本研究嘗試把思維導(dǎo)圖這一可視化工具應(yīng)用到初中英語(yǔ)讀寫結(jié)合教學(xué)中,以輸入輸出理論,建構(gòu)主義理論,以及圖式理論為基礎(chǔ),構(gòu)建了思維導(dǎo)圖框架下的初中英語(yǔ)讀寫結(jié)合教學(xué)模式,即“兩階段六步驟”(閱讀階段:讀前;讀中;讀后,寫作階段:寫前;寫中;寫后),并將其實(shí)際地應(yīng)用到初中...

【文章頁(yè)數(shù)】：106 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ABSTRACT
摘要
CHAPTER ONE INTRODUCTION
    1.1 Background
        1.1.1 Current Situation of English Reading and Writing Teaching Model inJunior High School
        1.1.2 The Application of Mind Mapping in Reading-Writing Combined Instruction
    1.2 Purpose of the Research
    1.3 Overall Structure of the Thesis
CHAPTER TWO LITERATURE REVIEW
    2.1 The Theoretical Foundation
        2.1.1 Input Hypothesis
        2.1.2 Output Hypothesis
        2.1.3 Constructivism Theory
        2.1.4 Schema Theory
    2.2 Research Status at Home and Abroad
        2.2.1 Research Status on Mind Mapping Abroad
        2.2.2 Research Status on Mind Mapping at Home
        2.2.3 Research Status on Reading-writing Combined Teaching Model Abroad
        2.2.4 Research Status on Reading-writing Combined Teaching Model at Home
CHAPTER THREE RESEARCH METHODOLOGY
    3.1 Research Questions
    3.2 Participants
    3.3 Research Instruments
        3.3.1 Questionnaires
        3.3.2 Interview
        3.3.3 Teaching materials
        3.3.4 Test Papers
        3.3.5 Standards for Evaluation of English Writing
    3.4 Research Procedures
        3.4.1 The Analysis of Students’Admission Test Results
        3.4.2 The Construction of the Reading-writing Combined teaching model withthe application of mind mapping in the Research
        3.4.3 The Analysis of Students’ Mid-term Exam Results
        3.4.4 The Analysis of Students’ Final Exam Results
    3.5 The Teaching Example
CHAPTER FOUR RESULTS AND ANALYSIS
    4.1 Influences on Students’ English Reading
        4.1.1 Influences on Students’ Reading Ability
        4.1.2 Influences on Students’ Reading Habits
    4.2 Influences on Students’ Writing
        4.2.1 Influences on Students’ Writing Ability
        4.2.2 Influences on Students’ Writing Habits
    4.3 Influences on Students’ English Reading and Writing Attitude
    4.4 Students’Attitude on the use of the Reading-writing Combined Teaching Modelwith the Application of Mind Mapping
CHAPTER FIVE CONCLUSION
    5.1 The Major Findings
    5.2 Relevant Implications of the Research
    5.3 Limitations of the Research
REFERENCES
中文參考文獻(xiàn)
APPENDIX I
APPENDIX II
APPENDIX III
APPENDIX IV
APPENDIX V
APPENDIX VI
APPENDIX VII
APPENDIX VIII
ACKNOWLEDGEMENTS
作者簡(jiǎn)歷
學(xué)位論文數(shù)據(jù)集



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